All classroom pedagogy proceeds, necessarily, through the process' of interaction, and can proceed only in this way. Interaction,therefore, is conceived of the fundamental fact of classroom pedagogy inherent in the very notion of classroom pedagogy itself, not just an aspect of modem language teaching methods that teachers may or may not wish to adopt in classes. It is serf-evident that interaction is in-escapably inherent features of successful pedagogy in L2 classrooms. The most effective way of developing successful second language com-petence in classrooms is to ensure that students have sufficient opportunities to participate in interaction.