Of the republic of uzbekistan the pedagogical institute of karshi state university foreign language faculty

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THE MINISTRY OF HIGHER AND SECONDARY EDUCATION 
OF THE REPUBLIC OF UZBEKISTAN 
THE PEDAGOGICAL INSTITUTE OF KARSHI STATE UNIVERSITY 
FOREIGN LANGUAGE FACULTY 
INTEGRATED COURSE OF TEACHING FOREIGN LANGUAGES 
Course Paper 
THEME: 
Kinds of spoken interaction as a part of classroom process 
relating to all skills. 
 
 
Done by:
 
 
Group:
Teacher:
 
 
 
 

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CONTENTS 
I. INTRODUCTION…………………………………………………………… 3 
II. CHAPTER ONE……………………………………………………………… 6 
§ 1.1. Importance of spoken interaction within the classroom……….………….. 6 
§ 1.2.
 
Types of conversational interaction with students …………..………..…...10 
§ 1.3. Importance of optimizing interaction to promote learning ..……………….14 
III. CHAPTER TWO……………………………………………………………...19 
§2.1. Lesson plan…………………………………………………………………19 
§2.2. Exercises, activities, games…………………………………………………24 
IV. CONCLUSION……………………………………………………………….27 
V. GLOSSARY…………………………………………………………………...29 
VI. BIBLIOGRAPHY…………………………………………………………….31 
 

 
 

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INTRODUCTION 
 
The importance of spoken interaction in the classroom cannot be overstated, as it is 
essential to the learning process. Spoken interaction takes several forms in the 
classroom, and being aware of these forms is crucial for efficient communication, as 
it also helps in fostering a better student-teacher relationship. This dissertation will 
examine different forms of spoken interaction that contribute to classroom learning, 
which cut across the different learning skills. 
This chapter provides the basics on what spoken interaction is and how it impacts 
the learning process. The chapter describes the different forms of spoken interaction 
and how they contribute to the classroom process. Understanding this chapter is 
important to establish a foundation to examine the different forms of spoken 
interaction used in classrooms. 
This chapter will focus on the types of interactions that make use of conversational 
skills in the classroom. For example, teachers use conversational information-
sharing skills among themselves and students, asking and answering questions for 
clarification and building on one another’s statements. It will also explore how social 
skills interaction can assist students in developing skills such as empathy, active 
listening, turn-taking, and cooperation. 
This chapter will focus on how teachers use inciting interaction as a tool to 
encourage student participation in classroom discussions. This type of interaction 
helps develop critical thinking, speaking, and argumentation skills. It further 
examines how inciting interaction can be used in small group discussions to build a 
collaborative learning environment. 
Interactive questioning interactions are a crucial aspect of spoken interaction in the 
classroom. This chapter will explore how questions can be used as an effective tool 
for engaging students and assessing their understanding of classroom material. It 
also examines how interactive questioning interactions help enhance the teacher’s 
capacity to develop higher-order thinking skills in students and promoting cognitive 
awareness. 
This chapter will focus on the interaction between language teachers and students 
regarding vocabulary development in the classroom, role-plays, storytelling, and 
other interactive practices that support the evolution of spoken language mastery. 
The chapter will delve into the best practices for creating an engaging vocabulary 
building classroom environment and inclusive group activities that promote oral and 
written practice and mastery. 
This chapter will explore the various techniques that teachers employ to ensure the 
interaction of students, developing attentive listening habits, and utilizing 

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interpersonal feedback to promote student interaction. The chapter will cover best 
practices for building an interactive listening environment that promotes attentive 
listening, clarifying concepts and ideas, and developing essential active listening 
techniques. 
This chapter summarizes the various forms of spoken interaction in the classroom 
and how they contribute to the learning process. It highlights the significance of 
paying attention to each interaction type and aiming for maximum participation from 
students. Finally, it will recommend best practices for teachers and students to 
optimize interactions to promote learning across all skill levels. 
One of the most important aspects of a successful classroom process is spoken 
interaction. Spoken interaction refers to the ways in which students and teachers 
communicate with each other verbally during the learning process. This includes not 
only what is said but also how it is said, and the context in which it is said. Spoken 
interaction can take many forms and can be used to develop all language skills, 
including listening, speaking, reading, and writing. In this paper, we will explore 
different kinds of spoken interaction as a part of the classroom process, relating to 
all skills. 
Kinds of Spoken Interaction in the Classroom 
The teacher-led interaction is the most common form of spoken interaction in the 
classroom. It is characterized by the teacher asking questions, giving instructions, 
and providing feedback to students. This kind of interaction is usually intended to 
provide guidance, clarification, and support for students in their learning process. 
The teacher-led interaction can be used to develop all language skills, including 
listening, speaking, reading, and writing. 
For example, the teacher may ask questions to check students' understanding of a