INTRODUCTION
Since ancient times, when there wasn't any concept of speech invented, where animals used to communicate through their innate gift, of different sounds and from this usual articulation other animals were able to understand the message transmitted by that animal. But in human respects, speech is the distinctive feature in him, which differentiates him from it as it was said that animal's this speech organ would have been developed but it somehow restricted and remained in underdeveloped state of embryo.
With humans also, as these are social animals, interactive part of life can't be set aside but must be taken into consideration as It is also connected with biological aspect. Where any physical damage in your brain as the speech organ is associated with hypothalamus area of brain, will lead to the errors in learning the second language. Some may found inability in understanding but capable of forming small sentences, while others may found ability in understanding, but unable to communicate. While at children stage, who have acquired language with errors, may found at later stage a new path for a new language but have lost the originality.
Hence in this way interaction is a most complicated communication pattern in comparison to other species.
A Brief History of ELT in India
With the withdrawal of Britishers from India, the question of English language status and role, was aroused and with that another notion as manipulation of language, as English langauge was considered more beneficial because it is serving the purpose economically and commercially to the privilege or elite classes came into being. Which considered regional languages as backward, while the English langauge was modernised and therefore internationalized. Which later on mythologized as 'window to the world' and so providing light and reason, while regional languages 'walls' and therefore yielding darkness.
From this, many initiatives were taken by the initiators, for which socio-cultural aspects, EST(English for Science and Technology), ELT a plead towards practical approach etc were considered.
Since then until now, at some measure, it is being developed through the writers in India, inscribing their experience in English. Later on from time to time with incentives of a few national education policies, India is on the successful path, to make improvement in this area. As just in July 2020, a national education policy was approved by the Union Cabinet of India, replacing 1986 Education policy. Which has framed an inclusive framework for education system from pre-primary to secondary as well as elementary to the higher studies. Which aims at bridging the social gaps to make all students's accession, participation and learning possible, irrespective of their backgrounds and births. But implementation lacks and legislation is privileged. Thus to work on equally collaborative manner with amalgamation of state, national and Governmental education ministry is more emphasized.
Definition of Socio-Interactionist Theory
Interaction takes place out of the desire to communicate and with desire, one easily adapt to any language. But it differs in matter of with whom you communicate. As one has to also consider cultural and social differences between one another, if it similarises then conversation goes on in smooth manner and If not then one has to look and learn the ways through which interaction can be smoothly adapted.
It can be taken inside the classroom, outside the classroom, as well as in one's own home environment or where people find chance for communicate. Only context as a barrier works in the communication. To overcome the barriers in communication one must work some adopted ways for resolution.
Exemplification of the Theory
Socio-interactionist theory can be seen in many ways; the clt(task based learning)which is prescribed in syllabus, through which one is required to either talk, adopting the form of language, or naturally(acquisition is very low as not mingling of input in the form of language so classroom dialect can be seen as an outcome of communication-Skehan{1996}) or with circumstances and environmental forces(where all the problems are open in front of the person and through conversation he is suppose to solve the problems, while automatically through the development of meaning at maximum level, the langauge is further developed).
As it is rightly quoted that: "Social interactionism emphasizes the dynamic nature of the interplay between teachers, learners and tasks, and provides a view of learning as arising from interactions with others".
On the other hand one can also adopt the method of scaffolding, to interact with peers and experienced people(Hyland, 2007, p.122).
Vygotsky's most widely concept of the zone of proximal development: Where a learner is capable enough to achive the layer of skill or knowledge, which is beyond his/her imagination by working with an experienced or an adult worker/learner(Williams & Burners, 2007).
I would like to mention here productive theory by Burt and Dulay, where they are writing about L2 grammar learning in sequence and if it can be made possible with the learners from Spanish and Chinese. The acquisition of morphemes similarises with these two learners but it was hypothesized that: L2 acquisition equals L1 acquisition. As it doesn't affect in frequency, but by the nature of acquisition of first language because it is predetermined. Therefore the error committed in acquiring first language, would reflect on, in acquiring second language and so there may be some goofs. But it was rejected later on.
While in process oriented research by Long, the process of learning is centralized. Group focus communication is emphasised, where one is suppose to have more relevant information, in comparison to other members of the group. If by mistake the message is misunderstood then one has to take modification/mediation approach, so that the sentence can be altered and made feasible to the listener. The fault is found on the part of listeners, as the listener lacks the ability to listen. While a well experienced can change the entire game by supporting the conversation as here modification approach implies and as quoted by (Williams & Burner, 2007) that 'the role of the one with greater knowledge(a teacher, a parent or a peer) is to find ways of helping the other to learn.
Practical Examples
An Absurdist play-Birthday Party: Where the conversation is ongoing between Petey and Meg Where Petey's wife is asking, what he reads and he reciprocates as "someone just had a baby". And again she asks "who"? If one hasn't read the above part of this play, one would misunderstood and found it out of context as it was already known to Meg, that her husband is reading news, she asked and so it doesn't go out of the context. But later on to ask "who" seems to be silly. As ordinary person won't be given space in newspaper than a person in position. As it is based on absurdism, one can understood the message basing on in particular context. But if it isn't then one has to support the communication, considering scaffolding aspect by Hydan.
Just taken an example from Argentina, where assessment was done, considering the study of an entire text, where the students were able to get the characteristics, devised different models and genres basing on different contexts, exchanged ideas with one another and written down. Where it had an ample of ideas.
In this way interaction can be generated with the help of genre. Through your writing you're already interacting with the given text but all along you're also provided chance of interacting physically, and that seems to be the boosting stimulation to your knowledge, though it is from first language acquisition area.
Conclusion
Thus socio-interactionist theory can't be based on only one aspect of learning theory, but it has many variants in it. Some main some subtypes of and some recurring from the situations and circumstances as it is said that "communication is a complicated aspect of humans". And if acquired properly and efficiently then one will have the win win situation.
In present context if we see, though we're facing lockdown and the schools, departments are shut down of higher studies. The education is blended into online learning and teaching system, where though one isn't able to see another on screen at a time and if able to see, that visibility on screen doesn't have that impact as the physical presence has but one has to manage and thus the interaction is happening through 'digital board work', 'chat', 'virtual talking', 'messaging' etc. Which is in restrictive manner, still one can explain the whole matter on phone, if any error occurs digitally but to explain digitally is time seeking and time consuming and for which one has to facilitate such methods to make transperancy between the transmitter and the receiver.
Works Cited
Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57(2), 158-166.
introduction volume 1 (pp. 230-257). London: Sage Publications.
Hyland, K. (2003a). Second language writing. UK: Cambridge University Press.
Hyland, K. (2003b). Genre-based pedagogies: A social response to process. Journal of Second Language Writing 12, 17-29.
Hyland, K. (2007). Genre and second language writing. USA: The University of Michigan Press.
Krashen (1982) Principles and Practice in Second Language Acquisition.
Kapoor, Kapil. "ELT: The role of English in India."
Martin, J.R. (1989). Factual writing: Exploring and challenging social reality. Oxford: Oxford University Press.
Martin, J.R., & Rose, D. (2007). Working with discourse. Meaning beyond the clause. London: Continuum.
Martin, J.R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox Publishing Ltd.
Prabhu, N. 1983. Procedural syllabuses. Paper presented at the RELC Seminar, Singapore.
Parra, M. (1991). La lingüística textual y su aplicación a la enseñanza del español en el nivel universitario. Planteamientos teóricos. Forma y Función 5 (pp. 47-64). Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lingüística.
Pinter, Harold. "The Absurdist play: The Birthday Party."
L2 written production. Unpublished Masters Thesis. Orientación Lingüística Aplicada. Facultad de Lenguas, Universidad Nacional de Córdoba, Córdoba, Aplicada. Facultad de Lenguas, Universidad Nacional de Córdoba, Córdoba, Argentina.
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