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ctivities such as discussions and debate are appropriate to increase teacher- Chapter Six Communicative Activities Designed for Oral Class Interaction 49 student and student-student interaction in oral class. It helps students adopt a more responsible and independent mode of learning. In discussion, students are active learners since group-work involves students, it requires the teacher to develop a viewpoint and to tolerate and facilitate the exchange of wide range of ideas. It will no doubt promote meaningful personal interaction. "A widely espoused psychological principle is that people learn best when they are actively involved or participating" (Orlich, 1990: 233). Group work is often seen as an essential feature of communicative language teaching (Brumfit, 1984). Long and Porter (1985) say group work increases language practice opportunities, it improves the quality of student talk, it helps to individualize instruction, it promotes a positive affective climate, and it motivates learners to learn. Moreover, group work provides the kind of input and opportunities for output that promotes rapid L2 acquisition. Long, Adams, McLean, and Castanos (1976) report that students working in groups produced a greater quantity of language and also better quality language than students in a teacher-fronted, lockstep classroom setting. Group work provides more opportunities for language production and greater variety of language use. Group work methods are techniques which are effective for enhancing motivation to learn, developing positive attitudes toward later use of course material, and improving problem-solving skills. Ohnnstead summarized some of the advantages of group work. He says group work can be used: i) to increase depth of understanding and grasp of course content. ii) to enhance motivation and generate greater involvement of students. iii) to develop positive attitudes toward later use of material presented in the course. iv) to develop problem-solving skills specific to the content of the course. v) to provide practice in the application of concepts and information to practical problems. (in Orlich, 1990: 239) To increase the effectiveness of participants, the teacher can emphasize two process skills in their classes. These processes are (1) inquire skills and (2) cooperativeness. In groups that have cooperative members, the quality and quantity of learning are often amazingly high. Robert E. Slavin, one of the advocates of cooperative learning, reported that in thirty-five out of forty studies, the results favored the cooperative learning. The most important feature of cooperative learning is that it promotes affective achievement. When students begin having success, they begin to feel more confident: This leads to more satisfaction with self, or self-esteem. In cooperative learning the student has the Teaching Strategies of Oral Class opportunity for satisfaction by helping others, by being a group member, and by achieving academically. Furthermore, cooperative learning may help the disadvantaged students (Orlich, 1990: 262). In most cases in language classes, the teacher cannot provide constant assistance and， feedback to those students who are struggling. With the help of cooperative learning, these students receive peer help and encouragement. Moreover, they see behaviors and attitudes that they can imitate and even