Classroom Interaction and Communicative Language Teaching: Challenges of Using Authentic Oral Interaction in EFL Context the Case EFL Learners of Ambo University

Abstract

Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners learn and practice the target language through the interaction with one another and the instructor by using authentic texts. The aim of this study was to develop a deep understanding of authentic interaction in English as a foreign language classroom so as to improve communicative language teaching approach. Participants in this study were seven experienced English language instructors of Ambo University whom they are selected purposively. Semi-structured interview, focus group discussion and classroom observation were used as the basic tools of data. The gathered data was analyzed according to systematic design of grounded theory analysis method. The developed model of interaction for language classroom in the light of communicative language teaching is notably to give deep descriptions on how classroom interaction substantially occurs and what factors affect it in foreign language context from different perspectives in the view of authentication. Thus, authentic classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, content materials, classroom contexts, and outer contexts surrounding the interaction practices. Thus, in order to achieve the desired goal of communicative language teaching, the dimension of verbal interaction practic­es, teacher speech, questions, and feedback should be revised in the light of classroom authentication.