In reality, sense of humor is like a miracle in creating effective teaching and learning environments. The present report aims mainly at exploring the effect of humorous texts on vocabulary learning and rate of motivation among Iranian intermediate EFL learners . Having administered a test of vocabulary proficiency, sixty EFL learners were selected from a high school and were assigned into control and experimental groups. Two English language teachers, based on TOEFL and Humor questionnaire, were selected to teach these learners. The one interested in using humorous text was asked to teach vocabulary to the experimental group. The other teacher instructed vocabulary to the control group in the normal traditional way. Each study group consisted of thirty subjects. The process, time period and sessions of teaching and the materials were the same and equal for both groups but the method was different for each group. In simple terms, participants in humor class were taught in a well -defined humorous environment managed by the teacher. To measure the relationship between humorous texts and EFL learners' motivation in learning vocabulary, a proficiency vocabulary test was administered for both groups at the end of the course. Finally, with regards to obtained data, it was revealed that teaching vocabulary through humorous texts was touching in improving learners' vocabulary ability and enhancing their rate of motivation. In summary, comparing the results of pre and post-test indicated that using humorous texts as a treatment had a marked influence on Iranian high school intermediate male and female students’ vocabulary achievement when compared to the traditional way.
