Petek, ElçinArikan, A.Saraç, HSÇelik, S.Caner, M.Sert, OZorba, MG12.07.20192019-07-1212.07.20192019-07-1220131877-0428https://doi.org/10.1016/j.sbspro.2013.01.176https://hdl.handle.net/20.500.12507/609Akdeniz Language Studies Conference -- MAY 09-12, 2012 -- Antalya, TURKEYWOS: 000317217200146Classroom interaction takes an important place in the process of Second Language Acquisition (SLA) and is perceived to promote learners' processing capacity (Walsh, 2002; Matsumoto, 2010). Since interaction is in the heart of communication in an era of communicative language teaching (Brown, 2007), teachers need to be aware of to what extent their classroom practices facilitate language learning in reality. Therefore, this paper attempts to unveil the relationship between teachers' beliefs about classroom interaction and their actual practices. The findings of the study indicated contradiction between teachers' beliefs and their actual practices which will be discussed in detail.eninfo:eu-repo/semantics/openAccessClassroom İnteractionTeacher's QuestionsUse of Mother TongueNegotiation StrategiesConference Object7011951199WOS:00031721720014610.1016/j.sbspro.2013.01.176N/A