To support the second language acquisition, the researchers gave grect importanse to class a activities. In the concept of these activities there are games and practical classroom experionces that wil help learners to progress their language a bilities. So we can see some ways that are relied on by reseschers sach as grammatical rules that are applied in classroom, the usage of tv-radio in classroom to experiment the pros&cons of them the methods of reading and the ways how to use a text.
In Krashen’s class Implications study he emphosizes the importance of listening &readingabilities the interaction between them and the types of reading during the process of second language acquisition.
Beyond this; in order to make contribution to L2 acquisition Ellis R, (1991) also offered some ways. This is the Large-Heterogenous closes. He tries to compare the efficiency of class activities with more or less student numbers.
Hadfield (1984) in his study. He states that the language learning games for L2 acquisition are essential. In this method he uses doodles, dominoes and searches for the ability of choosing proper names for characters.
William Holden (1996) Works on the classroom activities about word cards play (this game is about recording and recycling vocabulary), work-outs (puzzles, charades, story circles, short stories, skits), wind downs (word chats, semantic feature analysis, categorize/ organize words, total recall).
Balla Konure (1994) refers to the procedures of classroom activities which is the reading comprehension in large-classes, Konure gives importance to the methods of reading and the learners involvement with the text, beyond this, he asserts that accuracy and fluency is compulsory to determine the borders of classroom-reading activities.
Kimberlee Manzi has an interest on language as a system and the deep structure of it. She also wants to take our attention to the linguistical importance of determiners and other grammatical formations such as nouns and noun phrases (adjective order, prepositions etc.) while using a literary.
In addition to this, Jiang Heme (1997) directly insists on the benefit of teaching with video in an English class as the teching techniques based on communication devices developed highly recently.
This communicational development also gives way to studies applied by radio so radio enables many language learners the chance of language practice .
The purpose of this study is to overcome the difficultios in L2 acquisition in classroom by applying the most proper implications to contribute the development of L2 acquisition more accurately.
While developing L2 acquisition we can use the class activities more trusttfally as these techniques enables us a direct interaction with L2 learners.
Some types of class activities are; Reading Comprehension in Large Classes Model as a Practical Classroom Precedure (Balla Konure, 1994). Classroom Reading & Listening Activities (Krashen, 1981), Teaching Techniques with Video in Language Classroom (Jiang Hemeı, 1997), Teaching Techniques with Radio in Language Classroom (Suzelina M. Sakıan, 1997) Vocabulary Techniques in Language Classroom (William R. Holden, 1996), Enchancing Oral Skills as a Practical and Systematic approach (Dennis Wilhoit, 1994).
This study antieipates the dupporting technical elements during the L2 acquisition in classroom. By following the shown techniques in a class, a more proper and appropriate second language can be acquired because all these activities will enable the students both to enjoy and to remember the lesson experiences in classroom even which are in the past.
In Holden’s model, he explains the most difficult part of