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Classroom Interaction and its Relation to Second Language Learning

Recent research into second language acquisition has been based on the assumption that a person learns a second language because he needs to communicate in the language. Thus for the learner it is not what the L2 system consists of which is the primary concern but what he can do with the L2 in interpersonal interaction. The current perspective is neatly put by Hatch (1978a): ’One learns how to do conversations, one learns how to interact verbally, and out of this interaction syntactic structures are developed.’ This entails a rejection of a research methodology which focuses only on what the learner says to the exclusion of any analysis of the particular communicative contexts in which the data was collected and necessi-