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Language learning and teaching – theory and practice: Language learning

instruction can best be examined in process-oriented studies of classroom discourse. A segment of classroom interaction is microanalysed to reveal a structure of classroom interaction that combines the goals of communication and instruction. In addition, the comprehensive analysis reveals insights into the teacher's thinking as she deals with the instructional constraints produced by a class of intermediate students who do not share a common language background. The article concludes with an evaluation of the effectiveness of this type of interaction for language learners. It also recommends engaging teachers in micro-analysis in order to improve pedagogical practices in L2 classrooms.