An Investigation Of Classroom Question-Answer Interaction Among High-School English Learners

From the studies about classroom interaction at home or abroad, we can find two major different perspectives to this research. One perspective is to do research on the basis of the actual English teaching. Another perspective is to do the research on the basis of L2 acquisition theory. This paper mainly deals with the classroom interaction on the basis of actual English teaching. First, this paper tells us its purpose, significance, background, and then it elaborates on English teaching interaction from the theoretic aspect——teachers'questions, error treatment, learner's participation, small-group work and the relationship between interaction and L2 acquisition, modified input, input and interaction on acquisition, input and output hypotheses etc. Next, this paper did research on Class 12 of Grade 3 in Harbin No. 1 High School. The researcher delivered 7 questionnaires to get responses to identify how interaction influences the actual English teaching and how teaching strategies were applied in class. The researcher also collected the responses and analyzed them by percentage; finally the author of this thesis got some results. Due to the short time and the level of the researcher, these results might have some limitations. The researcher will try again in this field for further study.