Theme: Interaction (classroom vs outside) and development of a Second language for learners of English: a sociocultural Perspective

Theme: Interaction (classroom vs. outside) and development of a Second language for learners of English: A Sociocultural Perspective
CONTENT
INTRODUCTION…………………………………………………………………...2
CHAPTER I. THEORETICAL ISSUES OF STUDYING METHODS AND TECHNIQUES FOR ORGANIZING INTERACTION BETWEEN STUDENTS IN THE CLASSROOM……………………………………………………………..4
1.1 Essential characteristics of the concept of communication……………………….4
1.2 A Sociocultural Perspective on Interaction and Language Learning……………..9
CHAPTER II. CLASSROOM INTERACTION IN SECOND LANGUAGE LEARNING………………………………………………………...11
2.1 Classroom interaction that promotes second and foreign language learning……11
2.2 How to optimize classroom interaction in second language learning?.................15
CONCLUSION……………………………………………………………………..27
BIBLIOGRAPHY………………………………………………………………….29


INTRODUCTION
In the field of second and foreign language learning, interactionhas long been considered to play an important role. Studies taking amore traditional, formalist perspective on language and learning have focused on the role that interaction plays in helping learners to assimilate and internalize knowledge of linguistic forms in the target language. More recently, a group of scholars concerned with interaction and additional language learning, or the learning of languages other thanthe mother tongue, has begun to move away from this more traditional perspective and into areas outside of what has generally been considered the main focus of the applied linguistics field. Taking more of a sociocultural perspective on language and learning, this research is concerned with documenting the links between student participation in particular kinds of classroom interaction and their communicative development in the target language.
The aim of this paper is to report on some of these most recent under takings in research on second and foreign language learning.
After first providing a brief overview of the more traditional perspective, I review several recent studies on teacher-student interaction and second and foreign language learning from a sociocultural perspective.
I conclude with a short discussion on implications for language classrooms and suggestions for future research. This is accompanied by increased conflict among children in relation to their groups of which they are members. The greatest autonomy from parents when focusing on peers is observed in the spheres of leisure, entertainment, free communication, and consumer orientations. For all their desire for independence, teenagers are in dire need of life experience and help from their elders.