A Comparative Study On Classroom Interaction In Senior High School Efl Reading Class

English class in China has been dominated by the teacher-oriented teaching mode for decades. In such a class, the teacher controls almost every topic and takes up most of the talk time. Students have extremely slime opportunities to think creatively and make output independently.In this thesis, the author makes a comparative research between the two demo classes evaluated and recommended by Education Ministry and the two local classes video-recorded by the author in two local key senior high schools. The purpose of this thesis is to explore the real application of interaction in EFL reading class in the senior high schools from the following aspects: the amount of teacher talk and student talk, the frequencies and types of teachers'questions, feedback manners and the interaction patterns.Based on the close study of the collected data, the findings can be summarized as follows: (1) In the demo classes, the amount of student talk dominates the whole class discourse quantity; in contrast, the amount of student talk is less than that of teacher talk in the local classes. (2) The teachers tend to ask more display questions than referential questions during language teaching. While in the demo classes, the average rate of referential questions is much higher than that in the local classes. (3) The teachers both in demo classes and local classes employ a greater number of discourse feedback than evaluation feedback. (4) The IRF pattern is dominant in classrooms, and the teacher-initiated interaction patterns are far more than the ones initiated by students. And in local classes, there are nearly no students-initiated interaction patterns existing.The above findings reveal that interaction is of great significance in second language teaching, however, the real class is lack of genuine communication and interaction between teachers and students. From the study, we can get the following implications: first, teachers should distribute more time and opportunities for students to make output in class. Second, there should be more interaction in classrooms. Third, teachers should try to make good use of the multimedia player. Last but not least, teachers should well design each class including how to pose questions and what kind of questions they should be, the same is true with the application of feedback.