Recent research studies in foreign/second language acquisition suggest that classroom interaction should be at the heart of any foreign language teaching programme if its prime objective is to make learners effective users of the target language. It is argued by many scholars that oral interaction is beneficial in terms of creating favourable conditions to what Krashen calls ‘comprehensible input'' and to what Swain terms ‘pushed output'' (comprehensible output). There are, however, different hindering factors for the successful accomplishment of verbal classroom interaction especially in small-groups of EFL classes. This book, therefore, makes an attempt to bring the research outputs of different scholars in the field together to show the full picture of the problem. Furthermore, it fully discusses the results of a particular research in the same problem area. Hence this material tries to bring the salient communication-related barriers into attention before the inauguration of a foreign language teaching programme by any responsible citizen.