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

Research topic: Methods and techniques for organizing student interaction in the classroom.
The purpose of the course work: to study the methods and techniques of interaction between teenagers in the classroom.
Subject of research: methods and techniques of interaction between teenagers in the classroom.
Research objectives: Consider theoretical issues of studying methods and techniques of interaction between adolescents in the classroom.
· To study the forms of interaction between teenagers in the classroom.
· Formulate recommendations for the teacher on correcting the interactions of adolescents in the classroom.
Research hypothesis: methods and techniques for organizing interaction in the classroom are determined by the nature of social roles in the classroom.
Theoretical significance: clarification of the concept of interaction in the classroom based on an analysis of the literature.
Practical significance: the study made it possible to study, using a local sample, the features of interactions of modern teenagers in the classroom.
The structure of the course paper: introduction, two chapters, conclusion and bibliography.

CHAPTER I. THEORETICAL ISSUES OF STUDYING METHODS AND TECHNIQUES FOR ORGANIZING INTERACTION BETWEEN STUDENTS IN THE CLASSROOM
1.1 Essential characteristics of the concept of communication
Communication is a process of interaction between two or more persons, aimed at mutual knowledge, at establishing and developing relationships, exerting mutual influence on their states, views and behavior, as well as regulating their joint activities [34; 231].
Communication is understood very broadly: as the reality of human relations, which represents specific forms of joint activity of people. That is, communication is considered as a form of joint activity. However, the nature of this connection is understood in different ways. Sometimes activity and communication are considered as two sides of a person’s social existence; in other cases, communication is understood as an element of any activity, and the latter is considered as a condition of communication. Finally, communication can be interpreted as a special type of activity [47; 8].
The first level is the macro level: an individual’s communication with other people is considered as the most important aspect of his lifestyle. At this level, the communication process is studied in time intervals comparable to the duration of human life, with an emphasis on the analysis of the mental development of the individual. The second level is the mesa level (middle level): communication is considered as a changing set of purposeful, logically completed contacts or interaction situations in which people find themselves in the process of current life activity, in specific time periods of their lives. The main emphasis in the study of communication at this level is on the content components of communication situations - about “what” and “for what purpose”. The third level is the micro level: the main emphasis is on the analysis of elementary units of communication as related acts or transactions. It is important to emphasize that the elementary unit of communication is not a change in intermittent behavioral acts or actions of participants, but their interaction. It includes not only the action of one of the partners, but also the associated assistance or opposition of the partner, for example, “question - answer”, “incitement to action - action”, “communication of information - attitude towards it”, etc. [25, 16].
The functions of communication are those roles or tasks that communication performs in the process of human social existence. There are classification schemes for communication functions, in which, along with those listed, the following functions are separately distinguished: ¹
Organization of joint activities; people getting to know each other;
Formation and development of interpersonal relationships (partly this classification is given in the monograph by V.V. Znakov; and the cognitive function as a whole is included in the perceptive function identified by G.M. Andreeva).
When studying the perceptual side of communication, a special conceptual and terminological apparatus is used, which includes a number of concepts and definitions and allows one to analyze various aspects of social perception in the process of communication. teenager cool team interaction Firstly, communication is impossible without a certain level of understanding (or rather, mutual understanding) of the communicating subjects. Understanding is a certain form of reproduction of an object in consciousness, which arises in the subject in the process of interaction with cognizable reality [15, 49].
In the case of communication, the object of cognizable reality is another person, a communication partner. At the same time, understanding can be considered from two sides: as a reflection in the consciousness of interacting subjects of each other’s goals, motives, emotions, attitudes; and how the acceptance of these goals allows relationships to be established. Therefore, in communication, it is advisable to talk not about social perception in general, but about interpersonal perception or perception, and some researchers no longer talk about perception, but about the knowledge of another. Reflection in the problem of understanding each other is an individual’s understanding of how he is perceived and understood by his communication partner. In the course of mutual reflection of the participants in communication, “reflection” is a kind of feedback that contributes to the formation of a strategy for the behavior of the subjects of communication, and the correction of their understanding of the characteristics of each other’s inner world. The considered classifications of communication functions, of course, do not exclude each other; other options can be proposed. At the same time, they show that communication should be studied as a multidimensional phenomenon. And this involves studying the phenomenon using systems analysis methods. In historical terms, three approaches to studying the peculiarities of relationships in psychological and pedagogical literature can be distinguished: informational (focused on the transmission and reception of information); international (interaction-oriented); relational (focused on the interconnection of communication and relationships) [26, 82].
Despite the obvious similarity of concepts, terminology and research techniques, each approach is based on different methodological traditions and assumes, although complementary, but nevertheless different aspects of the analysis of the problem of communication. There are two ways of communication: non-verbal and verbal. Verbal communication is communication between individuals using words (speech). Verbal communication uses human speech, natural sound language, as a sign system, that is, a system of phonetic signs that includes two principles: lexical and syntactic. Speech is the most universal means of communication, since when transmitting information through speech, the meaning of the message is least lost. True, this should be consistent with a high degree of common understanding of the situation by all participants in the communicative process. ²
Dialogue, or dialogic speech, as a specific type of “conversation” is a consistent change of communicative roles, during which the meaning of a speech message is revealed, that is, the phenomenon that was designated as “enrichment, development of information” occurs. However, the communication process is incomplete if non-verbal communication is not taken into account. Nonverbal communication is communication between individuals without the use of words, that is, without speech and language presented in direct or any symbolic form. The human body, which has an exceptionally wide range of means and methods for transmitting or exchanging information, becomes an instrument of communication. On the other hand, both consciousness and the unconscious and subconscious components of the human psyche endow him with the ability to perceive and interpret information transmitted in non-verbal form. The fact that the transmission and reception of non-verbal information can be carried out at unconscious or subconscious levels introduces some complications into the understanding of this phenomenon and even raises the question of the justification of using the concept of “communication”, since in linguistic and speech communication this process, one way or another, understood by both parties.
Therefore, it is quite acceptable, when it comes to nonverbal communication, to also use the concept of “nonverbal behavior,” understanding it as the behavior of an individual that carries certain information, regardless of whether the individual is aware of it or not [14, 166].
Interaction studies and practical observations allow all possible methods of responding to people in contact to be conditionally combined into two groups according to the parameter of effectiveness - ineffectiveness from the point of view of achieving the goals of communication: firstly, what methods are effective and when it is advisable to use them for the development of personal contacts, positive relationships and mutual understanding with a partner; secondly, what techniques and when it is advisable to use to provide a direct psychological impact (again, to fully achieve the goals of communication) [29, 91].
The main parameters of the effectiveness of interaction are a person’s ability and skills in using two communication techniques (in accordance with the two meta-goals of communication noted above): the technique of understanding communication and the technique of directive communication. The parameters of the ineffectiveness of practical communication are a person’s inclinations and habits to use the so-called belittling-compliant and defensive-aggressive forms of command, as inadequate substitutes for understanding and directive communication. Thus, to summarize the above, we can say that communication is connected with both public and personal relationships of a person. Both series of human relationships, both social and personal, are realized precisely in communication. Thus, communication is the realization of the entire system of human relations. Under normal circumstances, a person’s relationship to the objective world around him is always mediated by his relationship to people, to society, that is, they are included in communication. In addition, communication is inextricably linked with human activity. Communication itself between people occurs directly in the process of activity, about this activity. Communication, being a complex psychological and pedagogical phenomenon, has its own structure. Three sides can be distinguished in communication: The communicative side of communication is associated with the exchange of information, enriching each other through the accumulation of knowledge by each.
. The interactive side of communication serves the practical interaction of people with each other in the process of joint activities. Here their ability to cooperate, help each other, coordinate their actions, and coordinate them is manifested. The lack of communication skills and abilities or their insufficient development negatively affects the development of the individual.
. The perceptual side of communication characterizes the process of people’s perception of other people, the process of learning their individual properties and qualities. The main mechanisms of perception and knowledge of each other in communication processes are identification, reflection and stereotyping. The communicative, interactive and perceptual aspects of communication in their unity determine its content, forms and role in people’s lives.