Résumé:
The present study aims at exploring the nature of interaction that is provided in public middle
EFL classrooms. It investigates the possibility of promoting learners’ communicative
capacities via different interaction patterns that are used in EFL middle school classes within
the framework of Competency-Based language teaching (CBLT) to see how applicable this
method of teaching language with reference to interaction and communication is. This
research attempts to probe the effectiveness of classroom interaction as a pedagogical strategy
in enhancing EFL learner’s performance as well as fostering their capacity to generate new
language. The research in hand hypothesised that If there is a balance between different
interaction patterns ( Teacher-Learner and Learner-Learner ) and between teacher’s talk and
learner’s talk in addition to the needed feedback; then, a successful quality of interaction
would be achieved in middle schools. In order to achieve the preceding aims, a descriptive
exploratory study is carried out. The main data gathering tools in this study are questionnaires
and classroom observation. The questionnaires were administered to a sample of ( 80) pupils
in the two middle schools “Abadou Abdelkamel”, “Boutaya Boudjemaa” and (25) teachers of
middle school classes from different institutions to determine and qualify the nature of
interaction and the relationship between classroom interaction and pupils’ development. The
findings of the questionnaires and classroom observation supported the hypothesis of the
research and revealed a positive view on classroom interaction in the middle school context.
