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936 THEORY AND PRACTICE IN LANGUAGE STUDIESAsymp. Sig. (2-tailed) df ValuePearson Chi-Square 18.576 16 .282Likelihood Ratio 19.404 16 .248Linear-by-Linear Association .019 1 .889Number of Valid Cases 60One of the major questions of the study was whether interactive teaching is used more by the high school Englishteachers or the secondary school English teachers. In this regard, a T-test was conducted on the data and the resultshowed the value of (p = .000). It is represented as: (P (59) = .000 > .05. This shows that interactive teaching is usedmore by high school English teachers. The results are represented in the following table.Test Value = 095% ConfidenceInterval of the DifferenceUpperLowerMeanDifferenceONE SAMPLE T-TESTSig. (2. tailed) df t2.9751 2.2249 2.6000 .000 59 13.870 Interactive teaching in high schooland secondary school teachersThe results of the study showed that teaching is context based and we cannot use a one design, syllabus, method orcurriculum for different situations. There the ministry of education in Iran should make some programs for differentregions, levels and contexts. This does not reject a national school curriculum. Rather, our suggestion is to involve thesesmaller, local programs into the national, general framework. The present study suggests the following implications tobe implemented by the teachers and policy makers for the high school context: Using various learning materials and approach Involving and engaging students more in the process of learning instead of a teacher centered class Besides teaching, constant research project should be conducted to be always aware of the changes that occur instudents, teachers, society, etc. Providing teacher education programs for the high school teachers one a year or one in a couple of years Engage in a continuous process of developing the teaching skills based on the recent research findings Teachers’ motivation to teach interactively should be increased by providing their needs Peer observation should happen in the high school context and it should involve encouragement for theirimprovements.V. CONCLUSIONIn language teaching the classroom environment in which learner are involved in has to be seen as an essential part ofbrother contexts such as the broader sociocultural and institutional context. Its role is to provide a context in whichlearners can pay attention to various discursive practices. Moreover, the classroom environment and its interactionsshould be able to reflect the existing social reality outside the classroom. In this regard, classroom interaction hasessentially the role of cooperative negotiation and co-constructive work so that L2 learners achieve languagedevelopment as well as self-development. If teachers, students, and researchers work cooperatively on the importanceof classroom interaction, the obtained results will surely assist language teaching. There is certain need of mutualunderstanding of an effective interaction among the teachers and the students. As a result, teachers should act asfacilitators for building this effective interaction so that interactive teaching comes more into practice.REFERENCES[1] Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximaldevelopment. Modern Language Journal 78 (1), 465-483.[2] Allwright, D. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5 (2), 156-171.[3] Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles Policy andPractice, 5 (1), 7-73.[4] Breen, M. P., & Candlin, C. N. (1980). The essentials of a communicative curriculum. Applied Linguistics, 1 (2), 89-112.[5] Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching.Cambridge Journal of Education, 34 (1), 35-49.[6] Eliss, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell.[7] Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamins Publishing Company.[8] Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition(pp. 224-255). Oxford: Blackwell.[9] Jacoby, S., & Ochs, E. (1995). Co-construction: An Introduction. Research on Language and Social Interaction, 28 (1), 171-183.[10] Johnson, M. (2000). Interaction in oral proficiency interview: Problems of validity. Pragmatics, 10 (2), 215-231.[11] Jones, S., & Tanner, H. (2002). Teachers’ interpretations of effective whole class interactive teaching in secondary classrooms.Educational Studies, 28 (3), 265-274.© 2013 ACADEMY PUBLISHER
THEORY AND PRACTICE IN LANGUAGE STUDIES 937[12] Kaufman, D. (2004). Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics, 24, 303-319.[13] Larsen-freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.[14] Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.[15] Long, M. H. (1981). Input, interaction and second language acquisition. In S. Winitz (Eds.), Native language and foreignlanguage acquisition (pp. 259-278). New York: New York Academy of Sciences.[16] Vygotsky, S. (1978). Mind in society: The development of higher psychological process. Cambridge: Cambridge UniversityPress.[17] Ziglary, L. (2008). The role of interaction in L2 acquisition: An emergentist perspective. European Journal of ScientificResearch, 23 (3), 446-453.Mansoor Fahim was born in Iran in 1946. He received a Ph.D. in TEFL (Teaching English as a Foreign Language) from IslamicAzad University in Tehran, Iran in 1994, an M.A. in General Linguistics from Tehran University in Tehran, Iran in 1978, and a B.A.in English Translation from Allameh Tabataba‟ i University in Tehran, Iran in 1975.As for his professional background, he was the chairman of the EFL department at Allameh Tabataba‟ i University from 2003 to2007 and a member of the faculty of English Language and Literature at Allameh Tabataba‟ i University in Tehran, Iran from 1979to 2008 when he was retired as an associate professor of TEFL. He has also taught English at a welter of universities and languageschools. At present, he runs Psycholinguistics, Applied Linguistics, First and Second Language Acquisition, and Discourse Analysiscourses at M.A. and Ph.D. levels at a number of universities in Iran, including Allameh Tabataba‟ i and Islamic Azad Universities.Dr. Mansoor Fahim is currently a member of the editorial board of the Iranian journal of Applied Linguistic Studies, Sistan &Baloochestan University, Iran; Journal of Language Studies, Shahrekord University, Iran; and Journal of English Language Studies,Islamic Azad University, Tehran, Iran.Ali Seidi was born in Kermanshah, Iran in 1987. He obtained his MA in Teaching English as Foreign Language (TEFL) from IranUniversity of Science and Technology in 2011. Currently, he is a Ph.D. student in TEFL at Islamic Azad University, Science andResearch Branch, Tehran, Iran. He is the head of English department and a faculty member at Islamic Azad University, GilanegharbBranch. He has published articles in different journals. His research interests are CDA, Sociocultural studies, identity, materialdevelopment, and psychological studies.© 2013 ACADEMY PUBLISHER
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