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Humor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequential resources for producing humor in the language classroom and do so within a conversation analytic framework. We also give some preliminary consideration to the applicability of the findings in other interactional contexts as well as to the question of whether participants are oriented towards moments of humor as opportunities for language learning.

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