Abstract
L2 classroom learners normally expect lessons to give them both language practice and information about language usage. L2 teachers can respond to this implicit request by organizing instruction that provides (a) authentic language activities requiring the selection of language options and the negotiation of meaning among participants as well as (b) explicit information about formal features of the language. This article argues that the way teachers meet their goals for communication and instruction can best be examined in process-oriented studies of classroom discourse. In this article, a segment of classroom interaction is microanalyzed to reveal a structure of classroom interaction that combines the goals of communication and instruction. In addition, the comprehensive analysis reveals insights into the teacher's thinking as she deals with the instructional constraints produced by a class of intermediate students who do not share a common language background. The article concludes with an evaluation of the effectiveness of this type of interaction for language learners. It also recommends engaging teachers in micro-analysis in order to improve pedagogical practices in L2 classrooms.
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