Of contents introduction chapter I patterns of teaching-learning


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The importance of interaction patterns in ESL classes

References


1 Bentley, K. 2007. STT: Student Talking Time. How Can Teachers Develop Learners’ Communication Skills in a Secondary School CLIL Programme? Volumen Monografico, 129-139.
2 Brock-Utne, B. 2006. Learning through a Familiar Language versus Learning through a Foreign Language-a Look at Some Secondary School Classrooms in Tanzania. In: Brook-utne, B., Z Desai, & M. Qorro (Eds). Focus on Fresh Data on the Language of Instruction Debate in Tanzania and South Africa. Cape Town: African Minds, 19-40.
3 Brown, H. D. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Edition). New York: Pearson Education.
4 Jones, L. 2007. The Student-Centered Classroom. Cambridge: Cambridge University Press.
5 Lightbown, P. & Spada, N. 1999. How Languages are learned. Cambridge: Cambridge University Press.
6 Meng, X. & Wang, X. 2011. Action Study of Teacher’s Language on ESL Classroom Interaction. Theory and Practice in Language Studies, 1(1), 98-104.
7 Rashidi, N. & Rafieerad, M. 2010. Analyzing Patterns of Classroom Interaction in ESL Classrooms in Iran. The Journal of ASIA TESL, 7(3), 93-120.
8 Sadeghi, S., Ketabi, S., Tavakoli, M., & Sadeghi, M. 2012. Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction. English Language Teaching, 5(1), 166-173).
9 Storch, N. 2001. How Collaborative is Pair Work? ESL Tertiary Students Composing in Pairs. Language Teaching Research, 5, 29-53.
10 Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Wallace, T., Stariba, W.E., and Walberg, H.J. 2004. Teaching Speaking, Listening, and Writing. Brussels:



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