Second Language Acquisition Under The Horizon Of The Middle School English Classroom Interaction Study Effectively

English teaching reform are focusing on changing the traditional teaching way of indoctrinating knowledge purely, strengthening the cultivation of language practical application, attaching importance to classroom teaching process. Of course, more and more researchers came to realize that classroom interaction plays an important role in language teaching. Effective classroom interaction could make students take part in class more actively, and stimulate life vigor of classroom. Modern pedagogy ideas pay attention to cultivate learning interest of students, and establish students’principal position, emphasizing interaction of teachers and students. However, the current class has appeared some blind interaction extremes, ignoring the essence of classroom interaction but to pursuit the behavior of interaction and formal interaction, leading to the lack of students’English learning efficiency. This phenomenon interested the author.In addition, the author got some experience when she was an English teacher and the puzzle from classroom observation in the learning process, let the research focus on the middle school English classroom interaction, focusing on how to improve English classroom teaching effectiveness on interactive activities. Therefore, it seems special important to launch effective classroom interaction. This study base on The Second Language Acquisition theory of Krashen’s comprehensible input hypothesis and emotion filtrate hypothesis、Long’s meaningful negotiation hypothesis and Swain’s comprehensible output hypothesis According to classroom observation and recording,the author had a investigation and analysis of three excellent teachers’ classroom interaction in S middle school,and offered some advice of improving effective classroom interaction. On the basis of that,the author made a analysis of influencing factors promoting English classroom interaction, and summed up the specific points:first, effective preparations, presupposition and reflection; second, diversification of import to stimulate students interest in learning; third, careful questioning, teacher-student interaction, enlightening guide; fourth, timely guiding class discussions; fifth, the creation of good classroom psychological environment; sixth, create a good language learning environment. Finally, based on the previous studies of thinking, the author points out some proposal of improving the middle school English classroom effective interaction. First, deepen the English teachers of two language acquisition teaching understanding, enhance the rich interactive classroom education awareness; secondly, to strengthen the teachers’ cooperation and exchange, reflective teaching research; finally, enhance English teachers’ intercultural learning ability.As a matter of fact, having a study of effective English classroom interaction in middle school could not only help teachers improve their class design、raise teaching quality but also make students’acquisition easy.