classe show exposure learner both mainly foreign increase without SMK develop cited any part milal fact only come target view recent meant may crucial how question also pay ha unit time useful place instruction setting context asking symbolized build medan indicated important practically limitation itself below create grade talk lesson basic multi harmoniou furthermore role find year will produced explanation opportunitie must management argue point through try spoken either comprehensible analyze source 1991 learning formulate get approach who participation she way presented 2014 turn effective following utterance vital communication start describe her most much xiao accent yanfen involved friendly competence another well implementing 2012 especially compulsory based achieve consequence scope gain major goal type known stated need outside 2006 relate during open they defining main expres framing rank inappropriate english hierarchically achieved liu rephrased feature second reference each attention limit consequently kiasi dialogue dominated often proces reply doe able using calssroom level hence found exposed purpose seem domination head remain structure appropriate stimulation exchange wa facilitate depict plan individual 2015 atmosphere act succeed feedback move indonesian follow practice kind relationship more chongqing focu good state unfortunately transaction finding input some processe improvement term give different organization apply example dominant element choral typical yan there directly should frequently researcher result interaction all factor language study 341 about normal examine answer revealed attempt coulthard suryati sinclair objective teacher usually discourse then teaching daily same analysi unexplored 2010 theoretically limited response because communicative dissertation used when background vocational EFL conduct beneficial pas generalized tenth consist carry cannot listen importance initiate keep student could research karya scholar INTRODUCTION expected silent focusing classroom seldom conversation facilitator than just promote information again into probably introduction hi yangtze society likely why know significance university manage nunnan their but receive realized use stimulate mean dominate above acquisition china line meaningful according analyzed IRF opening model case triggered clas relatively become answering talked skill conducted 2011 activitie one backround problem assert initation between fail pattern since namely initiation actively CHAPTER divide take school 104 out investigation contribution starting not