In recent years successful mastery of spoken language has gained more attention. It has been spotted that communicatively competent individuals are not necessarily willing to communicate in target language. Studies have shown that learning linguistic aspect of a target language cannot successfully engage learners in communication in real-life situations. To achieve such a goal, learners need to learn social and cultural aspects of target language as well. This gave rise to discussions favoring “interactional competence” (IC). IC focuses on the negotiation of meaning and what learners need in such a situation to avoid misunderstanding and employ clarification to interact with others. Considering the significant role that spoken language success plays in the evaluation of a course success, some questions are raised about Iranian EFL teachers’ perception and practice of IC in their classrooms. In this respect, this study was conducted to explore a group of Iranian EFL teachers’ perception of IC and their practice in their classrooms. To this aim, data were collected from 10 EFL teachers through interview to conclude their perception of IC and the extent they know about its difference and communicative competence. In next step, checklists were used to observe their classes for their practice of IC. The findings revealed that teachers couldn’t distinct interactional competence and communicative competence clearly; obviously their classes were mostly based on functions and notions and they practiced IC to an almost small extent. It can be concluded that to improve speaking skill of learners, teachers should be taught IC and the way they can apply that to their classrooms in TTC or similar training courses.
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, 1398 , Iranian EFL Teachers’ Perception and Practice of Interactional Competence , اولين کنفرانس بين المللي مطالعات زبان انگليسي
