Abstract
This paper explores the significance of interactive language use by English teachers in fostering language acquisition among students. It delves into three key aspects: establishing rapport and trust, promoting student engagement, and enhancing language proficiency. Through an analysis grounded in socio-constructivist principles and applied linguistics, the paper elucidates effective strategies for interactive language use, including task-based learning, collaborative projects, and the integration of authentic materials. Moreover, it examines the challenges faced in interactive language use, such as overcoming language barriers, balancing teacher talk and student participation, and addressing technological integration. By synthesizing theoretical frameworks with practical pedagogical insights, this paper provides a comprehensive understanding of the complexities involved in interactive language use and offers recommendations for effective implementation in English language teaching.
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