Abstract:
Compensating absence of EFL communicative situations outside classroom contexts is a challenge for EFL teachers especially in Sudan. Thus, the study aims at finding out teaching and learning strategies and techniques for maximizing learners` engagement in classroom interaction through creating meaningful and realistic situations. It also focuses on finding out strategies for dealing with the difficulties which normally occur. The study uses the descriptive analytical method. A questionnaire and an observation checklist are used as tools for data collection. The SPSS and Excel are used to analyze the data collected. The study has shown that poorness of classroom interaction results from the ignorance of using social interaction activities (role-play, dialogue, discussion, simulation and improvisation). Also, English language content is not connected with the situations of students daily lives. Students perform classroom tasks that do not prepare them for actual language use. Teachers are unaware of the criteria of socializing classroom activities. In addition, English language class do not follow the strategy of teamwork interaction. In the light of these results, the study recommends that social interaction activities should be utilized for classroom interaction in accordance with everyday students` situations. Interesting learning materials should also be so designed that they match daily students` interests. Student should be encouraged to bring to the classroom whatever situations that represent their cultures, interests or needs. Students should be so arranged that they face one another. In abidance with team learning, students should be grouped in consideration of mixed ability and ties of friendship. Teachers should also assign homework that involves specific tasks such as speaking with person/s outside the classroom or listening to a radio or a T.V program.
