Classroom interaction: possibilities and impossibilities

Abstract

Recent communicative approaches have suggested that one goal of English language teaching should be to replicate ‘genuine’ or ‘natural’ rather than ‘typical’ or ‘traditional’ classroom communication. This article argues that such a goal is both paradoxical and unattainable, and that there are serious flaws in the assumptions underlying the communicative orthodoxy concerning ELT classroom interaction. It also argues that it would be more satisfactory to take an institutional discourse approach, where classroom discourse is regarded as an institutional variety of discourse, in which interactional elements correspond neatly to institutional goals.