Copyright © 2019 IJIRES, All right reserved 666 International Journal of Innovation and Research in Educational Sciences Volume 6, Issue 5, ISSN (Online) : 2349–5219 Promoting Communication in the Classroom through Teacher Feedback Lucie Betakova * and Petr Dvorak University of South Bohemia in Ceske Budejovice, Czech Republic. Date of publication (dd/mm/yyyy): 05/10/2019 Abstract – In this article, we would like to have a look at how good quality feedback of the teacher in the foreign language classroom promotes communication in the classroom, improves the quality of interaction between the teacher and the learners and among the learners themselves. This leads to the development of the communicative competence on the part of the learners and thus plays a vital role in their language acquisition. Keywords – Feedback, Follow-up, Communication, Classroom Discourse. I. CLASSROOM DISCOURSE Some authors claim that discourse in lessons and discourse in everyday life have many features in common in that they are interactional and have a sequential organization, in which talking shifts from participant to participant (Mehan 1985, Walsh 2006, Walsh 2013). On the other hand, the purpose of classroom interaction in comparison with everyday interaction outside classroom is different. According to Kumpulainen and Wray : ‘This difference lies in the fact that classrooms are intentionally oriented towards learning.’ (2002: 6) How students talk and act in classrooms greatly influences what they learn. Full participation in classroom activities requires competence in both the social and interactional aspects of classroom language - in other words, classroom communicative competence (Wilkinson 1982, Johnson 1995, Dvorak 2015). Johnson points out: Classroom communicative competence represents students’ knowledge of and competence in the structural, functional, social and interactional norms that govern classroom communication. Without such competence, second language students may learn little from their classroom experiences. (1995: 6) She goes on: Just as communicative competence is considered to be essential for second language learners to participate in the target language culture, classroom communicative competence is essential for second language students to participate in and learn from their second language classroom experiences. (ibid.) For second language students, classroom communicative competence means not only successfully participating in classroom activities, but also becoming communicatively competent in the second language. The patterns of communication in classrooms represent a crucial aspect in the learning process. Mackey (2012) claims that interaction provides L2 learners with learning opportunities including noticing differences between their own formulations of the target language and the language used by their both native and non-native speaker conversational partners. A lot of teachers would agree with the idea that classroom communicative competence leads to communicative competence outside classroom. There are many countries, including the Czech Republic, where the classroom represents the only encounter with English, i.e. the target language, and the classroom context has to compensate for natural interaction outside classroom. It has been described by many authors that classroom interaction has a structure of three interconnected parts: