Abstract:
This research study investigates whether the teachers of the Seventh, Eighth, and Ninth graders in two Public schools in Tyre encourage oral interaction, or not, and the importance of investigating such topic. Three hundred and seventy eight learners studying English as a Second language (ESL) and eight English teachers are observed in their classrooms. The students are of different age levels ranging between thirteen and seventeen in the three grade levels, but they have the same proficiency levels in the Second Language (L2). From every grade level, in its different sections, five students were interviewed. The ESL teachers of the third cycle in the two schools (eight teachers) filled questionnaires and each of them was interviewed for fifteen minutes. The collected data was analyzed qualitatively, and the results show that communicative second language teaching was completely absent in the classes of the third cycle in the two schools. The intertwined reasons behind the absence of interactive Second Language teaching in the observed classrooms are related to the students' L2 level, the teachers' degree and education, and the teachers' misconception about Communicative Language Teaching (CLT). Based on this, it is recommended that teachers in these schools read more about interactive teaching and pursue professional development by attending workshops and conferences focusing on oral interaction.
