Interaction usually means communication

Interaction usually means communication. Classroom interactions refer to the active communication between a teacher and a learner. It also refer to the activities which makes the learning interactive. Classroom Interaction stimulates the involvement of the learners. The interactions which happen in the classroom have a greater impact on learning a language. Apart from these, Literature has a significant role in learning a language effectively because literature and language are deeply connected. Most of the people will agree that learning a new or foreign language requires participation. A person cannot learn to operate an instrument without actually picking up the instrument. Similarly, it is difficult to learn a language not being interactive in that particular language.
Statement of The Problem: Dealing with the students who are inexpressive in a second language learning classroom is one of the most problematic issues. This problem becomes exasperating when the students are from different backgrounds and characteristics. They feel hesitation to respond to the queries of the teachers. In some places, teachers are the ultimate authority and students do not participate in class discussions. So, it becomes very difficult to make the class interactive and the learning process slowed down.
Rationale: There are several factors that make the English learning essential for communication. English is the most influential and common second language. This means that two people who come from different countries usually use English as a common language to communicate. English is also important in the field of education. That’s why everyone needs to learn the language in order to get in touch on an international level. Appropriate learning happens when the environment of learning is favourable. Environment might be consists of some technologies of learning or the interactions between a teacher and a learner. It is very problematic for a learner to acquire a second language in a second language setting. This study aims to investigate how classroom interactions play a significant role in learning English language.
Research Questions:
? What is classroom interaction?
? What are the impacts of classroom interactions in learning English language and literature?
? What is the importance of interaction in building knowledge and improving language related skills?
? What are the prospects that impede classroom interactions?
? What are the fundamental interaction structures that take place in a second language classroom?
? How does classroom interaction play the role of developing communicative competence?

General objectives-
To know about classroom interactions.
to know the significance of classroom interactions in learning English language.
Specific Objectives:
To know about the interaction patterns
to find out the difficulties behind unsuccessful interactions
to find out the procedures of making classroom interactions effective in second language setting.
to know how classroom interactions play a distinctive role in perceiving Literature.
Hypothesis: Classroom Interactions and the relevant factors are the most active beneficial components in learning the four preliminary skills of English language and literature.
Theoretical Framework: I can relate the basic concepts of the social interactionist theory to my current study. Larsen-Freeman and Long (1991, p. 266) argue that the interactionist views are more powerful than other theories “Because they invoke both innate and environmental factors to explain language learning”. Vygotsky, a psychologist responsible for the foundation of the social interactionist theory states that meaningful interaction with others is the basis for new knowledge acquisition (Vygotsky, 1987). In a social interactionist view, social interaction is the first thing which develops the knowledge of language. Apart from this, Communicative Language Teaching (CLT) and Stephen Krashen’s Second Language Acquisition (SLA) theories will be needed for further discussion.
Literature Review: In the middle of twentieth century the study of classroom interaction evolved. From that time many researchers have attempted to explain the role of classroom interactions in their respective works. Such as, Wells (2007) has shown that although the exchange structure between the teacher and students may be constant in whole class discussions, its communicative functions, that is, the purposes for which language is used may vary widely. The latest Ofsted subject specific guidance insists that learning is outstanding when learners “Can use language creatively and spontaneously to express what they want to say, including when talking to each other informally” (Ofsted, 2012, p.1).
As Rodney (2006) puts it “Through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussions, students can use all they possess of the language – all they have learned or casually absorbed in real-life exchange. Even at an elementary stage, they learn in this way to exploit the elasticity of language” (p. 269-299).

From the very beginning of language study, classroom should be interactive. “Interaction and interactive language constitutes a major role in EFL teaching, because teachers? interactive language can keep an interaction going on smoothly in EFL classroom.” (Ellis & Barkhuizen, 2005, p. 165-227)

Methodology: In this study the quantitative research method will be used to describe the attitudes of English language learners towards classroom interactions. The survey Questionnaire method will be comprised of open ended and multiple choice questions to get the necessary information. The survey will be conducted through same question papers for all the participants. The result of the survey will be analysed to find out what are the difficulties and affecting factors behind unsuccessful interactions in the undergraduate level of English Discipline, Khulna University.

Source of Data: The primary data will be collected through questionnaire survey on the students of English Discipline, Khulna University.
Population Size: Almost all the students of English Discipline, Khulna University.
Target Population: Selected students of English Discipline, through simple random sampling.

Scope and Limitations: This study has its own limitations. Time, money and unwillingness of the learners are the main hindrances to complete the study. The students feel hesitation to answer the questions of the survey during class time. As the participants will be selected randomly some answers will not be important enough for the survey. Lack of cooperation and time limitations of the participants will also be obstacles for completing this study.
Findings: After completing my research work I will publish and share the outcome of my research in the form of my undergraduate project.
Conclusion: However, I think classroom interactions will be the most useful language learning component because it does not only improve student’s linguistic competence but also communicative competence. Apart from these advantages, interaction will be swarmly received by the learners.It is considered to be more interesting than the other teaching methods such as drilling and memorizing linguistic rules based on other theories. My study will explore the informations which will help the second language learners to overcome their problems of classroom interactions. It will also help them by providing necessary ideas to make their interactions effective in the way of learning English language and Literature.
List of References:
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
Oxford, Rebecca L. (1990). Language Learning Strategies: What every teacher should know.
Chaudron, C. (1987). Second Language Classroom: Research on Teaching Learning. Cambridge University Press. N. Y.
Kate, Henschel. 2012. Interactionist Theory of Language Acquisition and ESL.