Using multimodal conversation analysis, this study closely examines moments when an instructor's embodied explanations elicit laughter from his students -- which we refer to as laughing moments -- in an English as a second language classroom. Such laughing moments can exhibit students' attention to the teacher's explanation and also illuminate learner agency in deciding what is laughable and/or humorous. In particular, the "negotiated" nature of laughter and humour -- how students orient to and select what is laughable and/or humorous -- has been under-researched. Based on the findings, we discuss implications of a multimodal orientation for second language (L2) classroom research on laughter and humour, and implications for L2 teachers concerning negotiating laughter and humour with students.