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

CONCLUSION
The most common is the division of all interactions into two opposite types: cooperation and competition. Cooperation is a necessary element of joint activity, generated by its special nature. An important indicator of the “closeness” of cooperative interaction is the inclusion of all participants in the process. As for another type of interaction - competition, here the analysis is most often concentrated in its most vivid form, namely on conflict, a clash of goals, interests, positions, opinions or communication as people’s perception of each other. Each class team has its leaders and “outcasts”. There are leaders in any team, and they deserve special attention, since they are the ones who actively influence the moral and psychological climate in the team.
Outcasts are children who are subject to frequent attacks from the collective. Most often, children with obvious problems become victims of bullying. Most likely, a child is attacked and ridiculed - he has an unusual appearance (visible scars, squint, etc.), is quiet and weak, does not know how to stand up for himself, is unkemptly dressed, often skips classes, is unsuccessful in his studies, etc. In the second chapter, the forms of interaction of adolescents in the classroom are studied, and an empirical study of interactions in the classroom is conducted. Taking into account age characteristics, as well as the significance and characteristics of communication in adolescence, we have determined the following goal of the study: to study various forms of interaction in adolescence, taking into account modernity; identify leaders and outcasts of the class, conduct a comparative assessment of the communicative and organizational inclinations of the leaders and outcasts of the class team. In order to confirm the theoretical data, we conducted sociometry, compiled a summary table of the sociometric survey, a sociometric matrix and a sociogram.
A high level of well-being was identified in the class. In general, the class is a friendly team, in which both emotional-personal and functional-role forms of interaction are presented. To confirm the results of sociometry, we conducted a conversation with the class teacher. The conversation showed that in the 8th grade, teenagers study without changing the composition from the first grade, thus, we can say that the class is a developing team. There is little cohesion and mutual assistance in the classroom. During the conversation, it was also found out that the class team has its own activists, as well as children who are passive about activities in the class. Children from disadvantaged families create a big problem.
When analyzing the results of the questionnaire, we found that the hypothesis we put forward was confirmed. Forms of interaction in the classroom are determined by the nature of social roles in the classroom.