Abstract
Recently, there has been a growing interest in the utilization of conversations and dialogues in language pedagogy. The role of conversational task types in developing the L2 oral proficiency in the process of Second Language Acquisition (SLA) has also received a great amount of attention. The present paper attempts at mulling over the current perspectives towards the role of dialogue and interaction in classroom environments with a stupendous emphasis on the implications of drama as a task-oriented conversation for SLA.
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