Investigation the impact of Classroom Interaction on EFL Students’ Proficiency
الملخص
This paper aims at tracing the implications of the term ( classroom interaction) and the types of interaction that can be used in EFL learning and its importance in increasing students' proficiency ; the study used the descriptive analytical approach to achieve the target goals. Finally it is concluded that classroom interaction can be achieved through following many techniques and methods, and by practicing language through interaction students will be able to use language communicatively.
المراجع
Agar, M. (1994). Language Shock: Understanding the culture of conversation. New York: William Morrow.
Allwright, D. & Baily. M.K. (1991). Focus on the language classroom. Cambridge: C.U.P originally published in English teaching forum: vol.31, N. 2, p.17.
Allwright, R. (1984). The importance of interaction in language learning. Applied linguistics, (5) 2, 156-171.
Anderson, A. & Lynch, T. (2000). Listening. Oxford: Oxford University Press.
Austin, J.L. (1962). How to do things with words. Cambridge: Harvard University Press.
Benlagha, M. (2014-2015). Enhancing EFL Learner’s Speaking Skill through Classroom Interaction. Biskra: Mohammed Kheider University.
Brown, D. (1994). Teaching by Principles. New Jerzy: Prentice Hall Regent.
Brown, G. & Yule, G. (1983). Teaching the Spoken Language. New York: Cambridge University Press.
Brown, H.D. (2001). Teaching by principles: an interactive Approach to language pedagogy. San Francisco: Pearson Education.
Brown, H.D. (2001). Using Survey in Language Programs. Cambridge: Cambridge University Press.
Brumfit, C.J, & K Johnson. (1979). Communicative Approach to Language Teaching.Oxford: Oxford University Press.
Bygate, M. (1987). Speaking. New York: Oxford University Press.
Chris, w, Elean, & Caroline, L (2007). Effective Learning in Classrooms. London: Paul Champion Publishing.
Clyne, M. (1994). Intercultural Communication at work: values in discourse. Cambridge & New York: Cambridge University Press
Elizabeth, F .B. (2010). Students Engagement Techniques. San Francisco: Jossey Bass.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford. University Press.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Ellis, R., & Brakhuizen, G. (2005). Analyzing Learners language. Oxford: Oxford University Press.
Ellis, R., & Fotos, S. (1999). Learning and Teaching. Oxford: Oxford University Press.
Emily,.A.L. (2011). Research Report: Motivation. Pearson.
George, Y. (2006). The Study of Language. Cambridge: Cambridge University Press.
Guay, F., Chanal, J., & Ratelle, C.F., March.H, W., Larose, S., &Brown. (2010). Intrinsic, Identified and Controlled types of Motivation for School Subjects In young Elementary School. British journal of educational psychology, 80(4), 711,735.
Hall, J.K., & Verplaetse, L.S. (2000). The Development of Second Language and Foreign Language learning through classroom interaction. Lawrence Erlbaum Associates, Inc.
Halliday, M. (1978). Language as a Social Semiotic: the social interpretation of language and meaning. London: Edward Arnold.
Halliday, M.A.K. (1978). Language as Social Semiotic. London: Edward Arnold.
Harmer, J. (1983). The practice of English language teaching. London: Longman.
Harmer, J. (2007). How to Teach English. Pearson Education Limited.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press
Littlewood W. (1984). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge: Cambridge University press. Cambridge language teaching library.
Nunan D, (1988): The Learner-Centred Curriculum. Sydney: Cambridge University Press. National Centre for English Language Teaching and Research Macquarie University.
Nunan D.(1989): Designing Tasks for the Communicative Classroom. Sydney: Cambridge University Press. National Centre for English Language Teaching and Research Ma
الحقوق الفكرية (c) 2019 مجلة جامعة امدرمان الاسلامية
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
