Innovation in Language Learning

The world around us witnesses changes in the field of teaching English Foreign Language. Winds of change have begun to blow on the western world in the 1960s and the 1970s of the twentieth century, to result in radical changes in methodology of teaching. The contemporary views of language teaching give a prominent role for interaction while learning, for the reason that "language is acquired as learners actively engaged in attempting to communicate in the target language" (Nunan, 2001: 51). Along the lines of the contemporary perception of foreign language learning as a growing, socially distributed process, positioned in the larger context of social interaction, the classroom has been defined as a primarily social site for language learning. This has led to an augmented sensitivity to the institutional organization of classroom discursive activities and to the complicated details of classroom interactions. Instead of perceiving language learning as acquisition of isolated grammatical features, learning a new language is inherently linked to learners’ participation in various communicative practices in informal and formal settings (Hadley, 2003: 86). 

Conventionally, learning by heart and repetitions principles of the audio-lingual method have been at the heart of foreign language education. Nowadays, foreign language classrooms, communicative or interactive language pedagogy have become a predominant method of language teaching Classroom interaction is considered as a major skill in teaching English as a foreign language. Attempts to explain the word interaction to refer to extensive situations in education process among learners, teachers by ongoing process of classroom interaction. This hypothesis state that there is a biologically determined period of the classes when language can be acquired more easily and beyond which time learning is increasingly difficult to learn. Many difficulties faced students in speaking English and learning it as a second language, and they cannot practice it, because they have not spoken it in their classrooms while community. Most children learn English as a foreign language in a natural setting where the formal classroom available.

Keywords: Impact, Classroom Interaction, Teaching, English Grammar, Iraqi EFL University Learners;