The ideal language class

According to the studies by Long(1976), small group communicative tasks are important for the ideal language class because students get a greater quantity of talk in group tasks when you compare the language produced by student in group tasks with that produced in teacher-fronted activities. Small group tasks are more likely to facilitate acquisition and two-way tasks (all the students in a group discussion have unique information to share)stimulated significantly more modified interactions than one-way tasks(only one student has the relevant information to share). What was also founded by Doughty and Pica(1986)was that required information exchange tasks generated and stimulated significantly more modified interaction than task in which the information exchange is optional. Porter(1983) found that students get a greater quantity of talk when they get to work with other learners than with native speakers and learners do not learn errors they have because they pick up bad lingistic habits from one another.