Theoretical Review on Oral Interaction in EFL Classrooms

Abstract

The primary aim of learning a language is to use it in communication in its spoken or written forms. Classroom interaction is a key to reach that goal. This paper seeks to revisit the two forms of oral interaction in EFL classrooms encompassing teacher-learner interaction involving Initiation-Response-Feedback (IRF) pattern and teacher questioning, and learner-learner interaction involving pair work and group work, and topic-based and task-based activities. Besides exploring factors influencing classroom oral interaction, the paper reviews the linkage between classroom interaction and second language acquisition predicated on the three hypotheses, namely input hypothesis, interaction hypothesis, and output hypothesis. Keywords: oral interaction; teacher-learner interaction; learner-learner interaction; second language acquisition

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