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Abstract
Usually, TESOL listening and reading activities rely on comprehension questions given after some input has been presented and emphasize individual performance. However, such activities fail to take advantage of peer interaction as a means of language development. This presentation first outlines some of the research into patterns of interaction and which pattern(s) their relationship with language learning. It follows with a researched analysis of some interactive activities (tasks) that promote either a focus on language or a focus on content while interacting during input-oriented classes. Finally, it concludes with considerations for the future, including how technology (AI) impacts interactive learning.
Bio
Shaun J. Manning has been teaching (and learning) in South Korea since 1995. He first joined HUFS in 2001. He holds a PhD in applied linguistics, for which he researched interaction and learning through tasks (TBLT). His research interests center on instructed second language acquisition, TBLT, interactive language learning, peer review, and technology assisted language learning.
