Thi s study was intended as an exploration of a FL classroom concerning the contributionrnmaking behaviour of learners and their perceptions in relation to contribution. Based onrnvideo-taped data and learners self reports, the study revealed some apparent information onrnhow students contri bute and perceive contribution making.rnAn analysis of lesson transcript showed that the amount and types of contributions studentsrnmade tended to be variable from one interaction pattern to another. A thirty-minute grouprninteraction produced far greater contributions than a one-hour whole class interaction bothrnin terms of quantity and quality.rnAccording to the transcript analysis three students in the group work who madernconsiderable contributions fai led to make any in the teacher - fronted discussions.rnMoreover, a group participant who contributed the most during the group-work failed tornmaintain the lead during the lockstep interaction. A difference was also observed in thernquali ty of contributions students made. In the group interaction, the students' contributionsrnwere characterized by a wide variety of functional moves whereas the contributions in thernteacher - fronted interaction were responses to teacher questions and short utterances.rnStudents ' responses to questiofUlaire and interview questions indicated that studentsrnpreferred participating in a small group interaction to whole class interaction. Thernresponses also showed that students' reasons for participating in the classroom is primarilyrnto obtain good marks rather than practising target language. Furthermore, the resultsrndisplayed students' positive perceptions of bidding and self-selection in mak ingrncontri butions. These last perceptions of students seemed to match with the students'rncontribution making behaviour observed in the classroom.rnAlthough these findings are limited to a freslunan classroom where the data were collected,rnthe pedagogical implications are possibly applicable to similar classrooms since there werernfindings (e .g. Long, et al. 1976; Cathcart 1986; Allwright 1980) that corroborate the resultsrnof this exploration. But further studies need to be conducted to come up with morerninformation especially on the relationship between contribution and perception.