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I. The Improper Classroom Interaction in Present English Teaching
As everybody knows, foreign language classroom instruction is composed of the teacher’s teaching and the students’ learning. Unfortunately, in the present English instruction, the importance of classroom interactions is far from being realized; the significant interactions have not been practiced effectively, and very often teachers misunderstand the conception of interactions, then the effect is not so ideal, and it cannot meet the needs of the new situation and challenge. There are two kinds of inefficient teaching models in the present English teaching. One is that they still insist on the teacher-centered model; the other is that they misunderstand the interactive activities as the uncontrolled and freely activities. In these two kinds of teaching models, teaching and learning work separately, thus these improper teaching methods cause the classroom teaching inefficient: sometimes, the learners have not participated the learning activities completely, even they just pay little attention to the classroom teaching; sometimes, they cannot really understand the meaning of the language knowledge, so after class, they do not know how to use them in real life, and do not know how to study by themselves. Here are some specific improper classroom interactions:

A. The Influence of Teacher-centered Model
Influenced by the notion of teacher-centered teaching, many junior school teachers still teach language in the traditional ways.
Firstly, the imbalanced talking time between teacher and students. The teacher still shares a special right and in an upper position, in which he or she still dominates the whole class. In such kind of teaching classroom, there is too much TTT (Teacher Talking Time) and not enough STT (Student Talking Time)(Jeremy Harmer, 2000) , and the whole class time is taken up by the teacher’s presentation and explanations, there is still a” Speech Supremacy” phenomenon, while the students are just given few chances to answer the nominated questions. Getting students to speak or to use the language they are learning is a vital part of a teacher’s job because students are the people who need practice. A good teacher should maximize the STT and minimize the TTT.
Secondly, students’ psychological barriers. Teachers still pay too much attention to the language contents rather than the students’ pragmatic competence. They always point out the language mistakes and even scold the speakers when they misuse the words or grammar. In other words, students often are not allowed to use language as a means of intellectual and social exchange. They are expected to respond primarily to the teacher’s demands, and their speaking activities are often intervened by the teacher’s “only one answer”. Therefore, the students are afraid of being blamed by the teacher or being laughed at by other peers, and this psychological barrier will prevent them from participating to the interactive activity.
Thirdly, the imbalanced STT. In the classroom, some learners seem to take advantage of what is going on more than others. It looks as if they are engaged with the process of learning than their classmates. (Jeremy Harmer, 2000). In a language classroom, some know how to attract the attention of the teacher; and some others know how to make others speak out their ideas and get help, while the others are keeping silence. By comparison, the first group of