learned awakened classe forming participant twenty practical objective still kogut will much contribute command insight explained part reluctance rarely fact seen future quite teacher presence only type undeniable project murcia problem 2002 situation there component verbal conducting explored discourse matter dictionary categorie people identify source front acquisition into good outcome making asking unles state show lack teaching direct even students' should discus instructed quantity widen better celce think moreover paper quality knowledge often reflect hi similar finding switching word indicate person kumpulainen aimed motivation make proces explanation happy allow input tool line exposure some applied result function student wa set teach real 1988 job non given realizing need learner could habit analysi performed precentage passive busy learning medan interaction research facilitate ability improve between application aspect space difficult code although topically important though opportunitie proficiency influenced all speed ordered les offer linguistic practically relate development mind support object looked doe get respected including global pattern why know content consider theoretically cooperative behaviour variou quotation chaudron must specific studie able create during style afford using observe speak grade absence formulated foreign other significance longman volume verbally initiative want target appear initiation limited devide participating pedagogical preliminary INTRODUCTION talk obtained intonation designed actively concluded opinion culture write obtain they wray response well because condition meaningful communicative individual who inviting weak according level constructive language executed implementing participation done expected indonesia main lesson idea welberg flander action form enculturation give CHAPTER subject them sometime used expres system productive examined when ongoing background ground provide corelation way invite argue categorized 1999 may addition explore different understanding negotiating explain optimally focused cultivating presented study classroom affect hard manage ELT implemented respon thirty realize variety observation silver little now effectively about how proved defined their relation relating lottery having engage crowded question hand carried required realization own also obeyed 2001 published related translate but widely feedback english diverse tendency accordance varied understand clas understood split active ask managing especially ha engaged run low negotiate simplifying under answer easy realized theoretical modification please caused take based minute assigned enrich rejection meaning notice group transfer provided try relatively pause field courage theory such strategy apply long great example without comfortable present repetition effective minimal facilitating see central piece several effort time evaluate strength intellectual said common communitie aware individually human effectivenes feature might practice order participate following weaknesse data tend thornbury thinking discussion task showed respond conceptualized encourage out instrumental second reason difference skill achieve reluctant consist furthermore domain kind mature reciprocal useful construct new evaluation harapan referential enough social vital reference use specifically activitie communication negotiation two teacher' achievement him wide theorie educator your arise role learn technique SMP it teache voice require responding requirement essential harapan1 typical contribution CLL IRE describe reality whereby finished eight FLINT suggestion not VIII listen SS scope characteristic one nonverbal range TRS transcript find brief method dominate particularly effect any interrupt live more material speech perspective community among considered voluntarily major most place instruction look above help FIACS first information pratical focu