Mang'eni, Esther Neema2011-08-182011-08-182011-08-18http://ir-library.ku.ac.ke/handle/123456789/928Department of Eductional Communication and Technology,83p.LB 1034 .K4M3 2010This study was an investigation into various factors that affect the verbal communicative abilities of students in English during classroom interaction. It was done in four selected secondary schools in Londiam Division, Kipkelion District of Kenya. It is believed that understanding the dynamics of classroom communication is essential since how students talk and act in the classroom greatly influences what they learn. Full participation in classroom activities requires competence in both the social and interactional aspects of classroom language. Verbal communicative abilities therefore, are essential for second language students to participate in and learn from their second language classroom experiences. Differences in students' linguistic and cultural background inevitably influence how, when, where and why they communicate in the second language in classrooms. If students are unaware of the social and interactional norms that regulate participation in classroom activities, they may learn little from their classroom experiences. It is in this respect therefore, that this study investigated the factors that affect learners' verbal communicative abilities in English during classroom interaction process. This is because the processes determine what language opportunities become available to be learnt from. Four schools were randomly selected for the study. Data were collected using teachers' and students' questionnaires and classroom observation guide. Four English language teachers and their form three students were observed during English language lessons. Eight English Language teachers and one hundred form three students filled in the questionnaires. Data collected were analyzed qualitatively and quantitatively using Statistical Packages for Social Sciences (SPSS) to provide the information that the questionnaires elicited from respondents. The data were presented in form of percentages and tables. The findings indicated that teachers use methods that do not enhance classroom interaction oftenly, although they admitted in the questionnaire that they normally use the methods. These methods include use of discussions. Students prefer using Kiswahili and Mother tongue to communicate with their peers although use English language during English lessons. It was concluded that English language teachers should create a conducive environment in the classroom in order to involve the learners in verbal classroom activities to help him practise the skills in the language. The researcher recommended more task-based activities to help learners to practise verbal language skills in order to improve their communicative abilities in English. There is need to look at the efficacy of using each method of teaching English during classroom interaction to improve the acquisition of Language skills in future.enInteraction analysis in education --KenyaOral communication --KenyaEnglish language --Study and teaching --KenyaThesis