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A THEORETICAL PERSPECTIVE
THE CLASSROOM AS AN ENVIRONMENT
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able acquired activities addition appear approach appropriate areas asked become beginning called Chapter classroom cognitive communication competence comprehensible concepts considered course culture described directions discussion effective English environment example experience feel Figure foreign language French give given grammar ideas immersion important individual input interaction interest involved kinds knowledge language acquisition later learner learning lessons levels linguistic listening look materials meaning methods motivation natural particular person physical play possible present problem production proficiency programs questions reading refer require response result role rules second language similar simple situations skills social speak specific speech stages story structure suggested target language task teacher teaching theory tion topics understand unit University various writing