Classroom interaction versus audio-lingual method in teaching English grammar for Iraqi EFL university learners

Abstract EN

The present study aims at investigating empirically the effect of using classroom interaction : role play, group and pair cooperation and interactive multimedia CD on the achievements of 1st Year Iraqi EFL University learners / College of Basic Education in grammar.

To achieve this goal the following null and alternative hypotheses have been posed : -There is no statistical difference between the experimental and the control group in learning English grammar at (0.05) level of significance.

-There is a significant statistical difference between the experimental and the control group in learning English grammar at (0.05) level of significance.

To verify the hypothesis, an experiment was designed whereby two groups, the control and the experimental, each consisted of (20) students, who had been chosen randomly from the first stage in the Department of English, College of Basic Education, University of Babylon.

Both groups were matched in terms of their age, parents' level of education, and the level of subjects' achievement in grammar in the first course of the academic year (2008-2009).

The experiment lasted for a whole course (the second course of the academic year 2008-2009).

The experimental group has been taught by using classroom interaction (henceforth CI), whereas the control group has been taught according to the traditional method of instruction.

(Audio-Lingual Method).

Both groups were subjected to a pre and post tests.

The test results indicate that there is a significant difference between the two groups in favour of the experimental group.

In the light of the results, the researchers have concluded that : 1-The use of CI activities in teaching English syntax is more effective in improving the achievements of Iraqi EFL learners than the traditional way.

2-There is a relationship between teaching through interaction and the use of language in every day communication, for the reason that CI activities are based on the integration of the grammatical forms with their notions and functions.

3-Teaching through interaction creates the suitable climate, which is similar to the real world, for learning the foreign language.

4-The less the number of students in the class, the more the opportunities to interact and negotiate the meaning among students will be.