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uli by grading the input into a series of steps, so that each step constitutes the right level of difficulty for the level that the learner has reached. When the leaner produces correct utterances, feedback acts as reinforcement; when the learner produces ill-formed utterances, feedback acts as correction. The 32 Teaching Strategies of Oral Class Interaction regulation of the stimuli and the provision of feedback shape the learning and lead to the formation of habits. The nativist emphasizes learner-internal factor. They minimize the role of the input and explain language development primarily in 'terms of the learner's internal processing mechanisms. They see learner as a grand initiator. They maintain that exposure to language cannot account satisfactoxily for acquisition. Input is seen merely as a trigger which activates the internal mechanism, in other words, nativist views preclude the possibility that at least some aspects of learner's output could be explained in terms of the characteristics of the input. As Larsen-Feeman (in Ellis, 1985: 128) says "Researchers all too often have confined the scope of their studies to examine the learner's Iin加stic product, thus overlooking an important source (i.e. input) of information which could prove- elucidating in achieving a better understanding of the acquisition process." The third view, interactionist view, sees language development as the result of both of input factors and of innate mechanism. This treats the acquisition of language as a result of an interaction between the learner's abilities and the linguistic environment. The learner's processing mechanisms both determine and are determined by the nature of the input. Similarly, the quality of the input affects-and is affected by the nature of the internal mechanisms. The interaction between external and internal factors is r}an}fest in the actual verbal interaction in which the learner and his interlocutor participate. Researchers such as Hatch (1978) give more emphasis on the importance of input and interaction. They suggest that learners should acquire a language through the process of learning how to communicate in it (in Ellis, 1994: 27). Long (1981) also says input contributes directly and powerfully to language acquisition through interaction (in Ellis, 1994: 27). From the perspective of CLT and interactions view, it is manifest that learners can develop their communicative competence through interaction by providing its comprehensible input. In oral class, input is the key point of teaching and learning. To ensure learners to acquire the foreign language successfully the teacher need supply suffcient quantity of input. These input include the text source for reading and listening, teacher's talk, learners' talk, .audio- visual slides, cards and pictures. Variety of input may motivate learners and encourage their participation. Sufficient quantity of input is the base of output. 4,3.4 Input and Output In classroom settixig, input is the fundamental presupposition of output. It is also the main source to ensure students' learning and acquisition. The quality and quantity of the input effects students' learning and output greatly. Krashen (1987) divides input into two Chapter Four$ Creuztixig Com}tive Environment sorts: roughly-turned input and finely-turned input. The former refers to the language which the students can more or less understand even though it is above their