Here in This Presentation i m presented Types of Classroom Interaction ,Objectives, Characteristics of Classroom Interaction, Structuring of Classroom Interaction etc .

3. The term classroom interaction refers to the
interaction between the teacher and learners,
and amongst the learners, in the classroom.
Earlier studies of second language classroom
interaction focused on the language used by
the teacher and learners the interaction
generated, and their effect on L2 learning

4. • Classroom Interaction is a practice that
enhances the development of the two very
important language skills which are
speaking and listening among the learners.

5. Collaborative Learning
Discussion and Debate
Interactive Session
Conversation with Learners
Role Play

6.  To help the learners to identify their own learning
methods.
 To guide the learners to communicate with their
peers easily.
 To help the learner to come face to face with the
various types of interaction.
 To aim at meaningful communication among the
students in their target language.

7. • In contrast, more student-centered classes provide
adequate time during activities for students to think about
concepts, receive feedback, and/or participate in
discussions that may guide the direction of the lesson.
• Some activities may allow students freedom to engage in
their own learning
(e.g., online search for relevant information)
• and/or may involve the students using the instructor as a
resource to provide information as needed. This "guide-on-
the-side" model is indicative of highly reformed, student-
centered classrooms.
Characteristics of Classroom
Interaction

8. • Contains activities where the instructor can receive
student feedback to determine if there is a need to adapt
the direction of the lesson.
• Have multiple opportunities for interaction between
the instructor, individual students, small student groups,
and the whole class.
• Capitalizes on the diversity of student experiences to
generate alternative solutions to (open-ended) problems
and to explore student ideas within the context of the
lesson.
• Includes sufficient time to have meaningful discussions
around student activities and arrive at fully realized
responses
Structuring of Classroom Interaction

9. • Studies conducted on classroom interaction have
shown that student talk accounts for an average of
less than 30 per cent of talk in ‘teacher-fronted’
classrooms.
• Yet studies on language and learning have shown that
children not only learn to talk but they also talk to
learn. This can be seen from the fact that children are
persistent questioners; it is by asking questions that
they explore and learn about the world around them.
• However, studies have shown that the number of
questions asked by children drops significantly as
soon as they enter school

11. Some features of the teacher’s role
 creating a learning culture.
 eliciting learner interpretations.
 building on learner contributions.
 negotiating meaning.
 providing feedback and promoting reflection.

12. promote meaningful communication in the target
language .
provide a metalanguage for talking about language
and culture .
engage learners with texts and resources that
reflect language and culture in context.
engage learners in tasks that deepen their
experience and understanding of the target
language and culture.
promote reflection on language and culture
learning and use .

13. pedagogic goals (what is to be taught).
methodological goals (how is it going to be
taught).
social goals (what kind of social relationship is to
encourage).
classroom settings and teacher action zone.
Type of task being used.
 Students’ willingness to communicate.
What Shapes Interaction in a Language
Classroom

15. " Telling is not teaching;
listening is not learning.
Teaching is listening,
learning is talking.”

16. Works Cited
B.M..Tsui, Amy. "Classroom Interaction." The Cmbridge Guide to
Teaching English to Speaker of Other Languages (2001): 121 -125.