Discuss The Effects Of Classroom Interaction On Language Learning

Chapter One:

Introduction

1. Introduction

1.1. Preliminaries

The effects of classroom interaction on language learning have long been a focus of research for second and foreign language teachers and researchers (Allwright, 1984; Chaudron, 1988; Ellis, 1984; 1994; van Lier, 1988). They argue that language learning comes about as a consequence of the interplay of the factors created by the learners, the teacher, and the interaction among them (teacher-student, student-student). Allwright (1984) sees classroom interaction as "the fundamental fact of classroom pedagogy because everything that happens in the classroom happens through a process of live person-to-person interaction"(p. 156).

Classroom interaction is indeed

That can be noted in studies such as Beebe’s (1983) observation; learners take risk when they take opportunities to communicate in class. Rubin (1975), Samimy and Tabuse (1991) all concluded that risk taking is fundamental in language learning. That is to say, risk taking is a key factor in language learning, due to the fact that it has revealed that in a language classroom setting, taking risks in using the target language is related to greater language skills. They asserted that risk-taking is a great opportunity that gives students more background and heighten their proficiency in L2. In short, the researchers mentioned above propose that risk-taking in foreign language learning results in greater foreign language

In a spoken language classroom, risk taking is best manifested in active oral participation; it involves responding to teacher’s or other students’ questions, raising questions, and making comments. When language learners take risks in oral participation, they actively engage themselves in the negotiation of comprehensible input and the formulation of compressible output (Swain, 1985), both of which are essential in the language learning