Classroom Interaction and Second Language Acquisition: The More Interactions the Better?

Congmin ZHAO


This paper attempts to describe the relationship between interaction and SLA in the classroom. Research findings tend to point to the conclusion that more involvement in interaction does not ensure better achievements. This conclusion points to the importance of looking at classroom interaction (CI) and second language acquisition (SLA) holistically. Learners learn by engaging in interactions per se but also by listening to interactions. The implication for classroom pedagogy is that the teacher should not encourage more interactions single-mindedly but base his decisions of varying the dimensions of CI on a host of factors.


Interaction; Observable participation; Unobservable participation; Eavesdropping

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