Abstract
Researchers have long grappled with situating the stance of interaction in SLA, but it is only recently that interaction has begun to receive consideration from SLA quarters. Delving into the nature of interaction and the prerequisite of interaction in real world, in general, and in classroom, in particular, the authors hold that based on different perspectives of interaction, interaction can be placed into diverse philosophical stances and has a prominent role in second language classrooms. To the present writers, provided that second language teachers have good grasp of the philosophy of interaction, its pedagogical implications in the class will be more purposeful.
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