| المستخلص: |
إن موضوعات اللغة ذات الصلة بقاعات الدراسة كانت وما زالت محط اهتمام الباحثين في مجالات مفهوم التفاعل الصفي، وفي هذا الاطار، فإنهم يقرنون المعرفة النظرية بالجانب التطبيقي، ونتيجة لذلك فإن كثيرا من المشاكل تظهر وتسترعي الاهتمام، وعند المقارنة بما يجري في العالم من حولنا نجد أن معالجة تلك المواضيع يمكن أن تتم بطريقة علنية يفتح مجالات مناسبة للتفاعل اللغوي داخل الصف، ومن أهداف هذه الورقة أيضا الخروج على التقليد في التعامل مع أنماط التفاعل بحيث تكون أكثر تحفيزا وأقل إملالا وجمودا. كما تهدف إلى إعطاء فكرة عامة عن مفهوم التفاعل التعاوني كظاهرة من ظواهر النشاط الاجتماعي داخل الصف والحاجة لهذه الثقافة، وإضافة إلى التفاعل اللغوي بطريقة طبيعية داخل الصف.
Language classroom-related issues have always been the focus of those who are working in the field of teaching. In this concern, they match what they know, theoretically, with what they observe and practice in reality. As a result, various problems surface and tempt due attention. Taken seriously and matched with what happens in the world around us, such problems, when treated adequately and in scientific manner, are more likely to open venue for interaction and exchange of experiences among expertise which will eventually promote the whole process for the benefit of all. This article attempts to briefly deal with the issue of collaborative classroom atmosphere and how this can develop into a culture that would influence EFL, as well as L1? teaching and learning processes. In this respect, the article gives an overview of the concept of collaborative classroom culture, the nature of the language classroom, collaborative classroom interaction as a social activity, the need for such culture, and how to deal with the classroom context in a natural, communicative manner. Finally, the article includes some observations taken from fifteen classrooms which were observed for factors that influence interaction in EFL language classroom. It can be understood from the above that language is not only knowledge, but also how to manipulate that knowledge through various skills which a classroom teacher can instill in the learners by through creating healthy and motivating language classroom contexts. Such contexts will eventually develop cultural awareness about the social aspects of language classroom. Finally, learners will take on positive roles as members in this context and contribute more actively to the give-and-take process of the interaction and develop autonomous learning. They will also develop self-awareness, self-esteem and confidence. Teachers, on the other hand, will be more of organizers and facilitators than knowledge providers and controllers.
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