Language Learning as Interaction Behavior

摘要

1 Review of the Interaction Theories Since the mid-seventies, there has been a growing interest in communicative language teaching (CLT) both in second and foreign language contexts (Savignon). This interest has brought about numerous methodological changes in the classroom environment, among them the shift from the use of teacher-fronted activities to the implementation of small group or pair interaction activities can be taken as a historical step. Theoretical and empirical justification for the promotion of this type of activity can be found within both traditional second language acquisition (SLA) research (input, interaction, and output) and sociocultural theory.