This study examines the Korean elementary English classroom by focusing on the types of activities and patterns of interaction within them. Specifically, the study explores the ways in which the activity types and interactional patterns seem to block or facilitate opportunities for the development of communicative ability. The research methodology employed ethnographic techniques and interaction analysis to observe, describe, and analyze the interactional aspects of the elementary classroom. The interactional context was accessed through audio-taping, interviewing, direct on-going observation, and field notes. Means of increasing communicative competence were investigated from a triangulated vantage point. Teacher control, passive participation and limited topics of interaction tended to limit opportunities, while student-centeredness, group discussion and two-way communication enhanced opportunities. This study points to the need to consider both interaction and activity type in EFL teaching and learning practice.
