Résumé:
It is generally accepted that classroom interaction can facilitate students’ language
development and communicative competence. The most common proposition of the role of
classroom interaction is its contribution to language development simply by providing
target language practice opportunities. Today, many researchers claim that through
classroom interaction knowledge can be constructed and skills can be developed. However,
getting students to respond in a language classroom, especially a foreign language one, is a
problem that most language teachers face. The present work aims at showing that
classroom interaction can be a best pedagogical strategy to develop English language
learners’ speaking skill and even to foster their capacity to generate new language. To shed
light on the value of interaction in foreign language classroom, the dissertation in hand
exposes issues about the speaking skill and classroom interaction in its theoretical part. As
far as its practical part is concerned, two questionnaires that are administrated to both first
year English language LMD students and teachers of Oral Expression module are handed
out and analyzed in depth. Data gathered from both questionnaires are useful to get
information about the impact of classroom interaction on developing the students’
speaking skill. The analysis of the questionnaires revealed that both learners and teachers
consider classroom interaction as an important pedagogical strategy in enhancing the
speaking skill. By the end of the dissertation in hand, set of pedagogical recommendations
are suggested.
