A study of the use of interactive discourse in the second language classroom begins with a discussion of the regulation of discourse, examines the use of scenarios for the promotion of interactive discourse, and provides evidence from classroom use of the effectiveness of this technique. Three types of discourse control are noted: object regulation, other-regulation, and self-regulation. It is proposed that scenarios allow students to exercise self-regulation in the target language while acquiring the necessary knowledge of target language rules and conversational management skills. The scenario, consisting of two or more roles, allows students to choose their own goals and strategies without the constraints of pre-specified attitudes or goals. The study was conducted with a class of 35 adult learners of English with different language backgrounds. Three scenario texts were examined: the transcription of the first performance of a two-role scenario, the edited version of the script, and a transcription of the performance that occurred after the students had seen the edited script. It is concluded that the scenario has the potential for stimulating language learning, and that the scenario should be carried through all three phases of rehearsal, performance, and debriefing. (MSE)