The Interactive Language Classroom:

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The Interactive Language Classroom
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An interactive classroom is a place where
learners are encouraged to communicate with peers
and teachers in a meaningful way.To
engage meaningfully communicative text
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Lee defines meaningful communication
asExpression, interpretation and negotiating
of meaning
(Lee )
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Lee claims that the act of communication can be
viewed as a social activityTo assert that
language learners are communicating Is to assert
that they are given opportunities to say what
mean and to work towards a mutual understanding
with other interlocutors. (Lee.. )
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The Importance of Creating an Interactive
Classroom
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Creates useful learning opportunities in which
the teacher presents the subject matter model in
a way that is interactive and therefore
meaningful to the learner. These opportunities
are particularly useful because they
individualize the learning process, whether
overtly or covertly. (Allwright)
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Creates opportunities for target language
practice turns knowledge that into knowledge
how by asking learners to practice realistic
interaction activities so that they are skilled
in what they have learned about. (Allwright)
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Interaction allows for language development.The
acts of expression, interpretation and
negotiating of meaningare not only the
mechanisms whereby people deploy their current
linguistic resourcesbut also the mechanisms
whereby they simultaneously develop them (
Allwright 6)
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In order to create language development,
interaction must beSeriously meaningful,
about matters of serious concern to the
participants and therefore conducive to a serious
attempt to communicate (Allwright
7)Learning occurs through interaction.
(Vygotskys socio-cultural theory)
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Interactive classroom Task-oriented
classroom According to Lee

• Task-based activity focuses on
• problem solving
• consensus building
• These characteristics not only promote the active
  participation of each individual class member,
  but also provide learners with varying degrees of
  linguistic support.

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Task the behavioral blueprint, Activity the
behavior produced when an individual or group
performs the Task. (Coughlin and Duff)Brooks
and Dedonato claim that students require the
freedom to construct their verbal activity, while
accomplishing the Task, so that the target
language is acquired.
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• In order to maximize learners language
  development, Task should be carefully conceived
  beforehand.
• A loose framework may lead students to negotiate
  meaning in areas in which they have no
  appropriate linguistic support and may therefore
  cause them frustration.
• Tasks can be preformed by
• individual
• pairs
• group

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How to construct a task (for all skills for all
levels)1. To identify the purpose of the
Task

• To create useful learning opportunities- (new
  material)
• To turn knowledge that into knowledge how-
  (practice)
• To make language development happen
  (reinforcement)

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• 2. To articulate the goal of the task
• What learners will be able to produce
  linguistically by the end of the task in terms
  of
• Content/context - The theme / The environment
• Task/function- Talk, describe, narrate argue
• Text type - Length, Type of discourse
• Grammar aspects -Verbs, Structure
• Accuracy - The expected quality

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For exampleTo create useful learning
opportunities- To present new
materialGoalBy the end of the task all
learners will be able to get familiar with the
vocabulary that relates to the members of the
core familyThey will be able to connect
particular names to their role in the family when
appearing in a format of a list or of isolated
wordsThey might have difficulties remembering
the list by heart, and may need support
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To help learners turn knowledge that to
knowledge how(Practice )

• Goal
• By the end of the task student will be able to
  describe their health using the structure it
  hurts in the context of their own experiences.
• They will able to connect the structure with
  different parts of the body using phrases and
  short sentences. They will be able to describe in
  2-3 simple combined sentences the reasons for
  their feelings.
• They will make some errors in gender
  agreement.
• Task
• Complain to your summer-camp counselor about the
  bad food and sleeping arrangements, which made
  you quite ill. Use I dont like.