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data from questionnaires. The questionnaire is designedby the author according to the previous researches about teacher-student classroom interaction.The questionnaires are given to the students in the three schools. The aim of the students’questionnaires is to get much specific information of English classroom teaching in realschool life. As this questionnaire is for students, the questions designed by the author are toknow the attitudes of the students towards the English classroom learning, teaching behaviors,teacher-student interaction and so on.For the next section, the author will talk about the data analyses of the questionnaires.There are 15 questions in the questionnaire. Every question has 4 options. Since this studyinvolves three schools, the author makes 4 tables in total—table 5 is the figure of school 1,table 6 is the figure of school 2, and table 7 is the figure of school 3. At last, the figure of table8 is three schools’ total data analyses. And computational method of data means accumulatingthe times of selected options. The last two questions are open to the students. The author tidiesthe answers of the students. The following tables are the information of questionnaires indifferent schools.
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Conclusion

There is no doubt that English has been an important course in our basic education formany years. With the development of the society, more and more teachers realize that Englishis a tool for communication rather than just for passing exams. In this regard, most teachersemploy classroom interactions to train the students’ communicative skills in English classes.As teacher-student classroom interactions are of great significance in English teaching, theauthor conducts a study on teacher-student classroom interactions in senior high schools. Inorder to solve the research questions, the author uses questionnaires, interviews and classroominteractions to get the information. In this section, the author will share some major findingsof this study. Based on the classroom observation of three schools at different levels, the author getssome information about the types and content of teacher-student classroom interactions inEnglish classes. The author makes a conclusion of 12 classes. According to the data analysis,about 56% of T-S interactions are used in each English class. While in the school withunder-average student source, the teacher prefers T-S interaction. As most students arereluctant to be volunteers to answer the questions, the teacher has to ask them one by one.This situation also happens in the provincial school. But the teacher applies more T-Ginteraction than that of the other two schools, pair works, group works and some otheractivities in this school proceed smoothly.
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Reference (omitted)

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