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lesh, through pair and group work, or in their writings.” Webb examined specific task-related verbal interactions that occur during small-group activities. He found that when students did not understand a teacher’s explanation, peers were often able to provide explanations in words that were more easily understood. Wilga M. Rivers describes the key importance “interaction in teaching language for communication. Rivers emphasizes: “In a second-language situation, interaction becomes essential to survival in the new language and culture.” Claire J. Kramsch also stresses that the language is used through the interaction with the social group. When children interact among themselves in small groups or in class discussion led by a facilitative teacher their use of hypothetical language, prior knowledge, and questions increases.
In China, although the children’s ESL, teaching is still at a primacy level, many specialists and educators are laboring at cultivating children’s ability of communication in English. Teachers are trying every effort to create communicative classes, in which learners are provided with opportunities to develop their language in interaction. Zhou found that getting children involved in communicative activities, in which target structures were activated, was helpful for these structures to be acquired. That is to say, interaction is of vital importance in the course of ESL, learning and teaching.
Interaction plays a very important role in the process of teaching ESL, to children, it’s a key word to English teachers. When children learn English, they use English as a tool for communication. Many linguists consider interaction as a centrality to communication. “In the era of communicative language teaching,” H. Browns argues: “interaction is, in fact, the heart of communication; it is what communication is all about.”
I. The Definitions of Interaction
Interaction is, in fact, the process to use language to express needs and carry on social intentions. Language emerges as a social tool. Learners use language to get the attention of others, to request actions by others, to greet, to protest, and to comment, among other functions.
Wilga. M. Rivers said: “Students achieve facility in using a language when their attention is focused on conveying and receiving authentic messages (that is. messages that contain information of interest to speaker and listener in a situation of importance to both).This is interaction.”
Rivers further expressed it in this way: “Interaction involves not just expression of one’s own ideas but comprehension of those of others. One listens to others; one responds (directly or indirectly); others listen and respond.
H. Brown said: “Interaction is the collaborative exchange thoughts, feelings or ideas between two or more people resulting in reciprocal effect on each other.”
Wells also gives the following definition: “Linguistic interaction in a collaborative activity involving the establishment of a triangular relationship between the sender, the receiver and the context of situation.”
As a summary, interactive language is used to establish and define social relationships. It may include negotiation, encouragement, expressions of friendships and the kind of “maintenance” language all of us use in group situations. Learners need to develop a comfortable awareness of their ability to use language to establish relationships with other people, to work cooperatively with the