作者：何平
　　【Abstract】Classroom interaction is important in second language learning， by creating a language environment to facilitate the input and output of the language learners， which in return influences the second language teaching. As what Allwright （1984） has mentioned that all activities in classroom teaching are realized through living interpersonal communication， interaction is crucial for learners to be immersed in a language environment. Similarly， Wilga （1987） also points out that students can enlarge their language storage and be able to use all the languages that they have learned or unintentionally taken in real life communication by means of interaction. Thus， to put more emphasis on the interaction and raise the awareness of learners and teachers in classroom may show a positive impact on SLL to a great extent， for the reason that interaction bridges the input and the output to help learners as it is expressed in Interaction Hypothesis by Long（1985）. For this， this paper aims to do literature review by reading the articles written mainly by foreign scholars since 1960s. In that period， research methods， domains are categorized. Also， conclusions about gap or niche by previous studies are made. The implication is to help the learner and teacher with a better understanding of classroom interaction and raise their awareness to facilitate second language teaching and learning.
　　【Key words】classroom interaction; methods; trends; domains
　　【作者簡介】何平，武汉大学外国语言文学学院。
　　Ⅰ.Introduction
　　Interaction has come into the view of the researchers since 1960s and it became a hotspot from 1980s to 19990s. Many scholars（Allwright 1984; Gass 1997; Krashen 1985; Long 1985; Pica 1987; Swain， 1985; Vygotsky， 1978） have done research on classroom interaction（CI） and put up with some hypotheses. According to Ellis（1984， 1994） and Long（1985）， interaction is a kind of bridge to help the learner with the others whether a vis-a-vis talk or by means of other chat programs. From this perspective， interaction can happen either in a natural settings or classroom settings. Needless to say， Classroom Interaction is the interaction happens in classroom settings. Some scholars focus on the activities， such as Allwright and Bailey（1991） and Zhao（2013） who classified CI activities into presentation， practice and production. While others inclined to the analysis of CI in terms of interaction analysis（Bardovi-Harlig， 1997; Flanders，，1970; Long ，1980; Saito & Akiyama， 2018）， teacher talk（Gaies 1977; Henzel 1979; Long 1983; Sato 1983） and discourse analysis（ Cazden， 1988; Ellis， 1994; Hall 1995，1998，2004b， 2010; Hellermann 2003，2005; Poole 1992; Seedhouse 2004; Sinclair & Coulthard， 1975）. With more researches being done， different types of CI occur， the relationships between teacher and learner， learner and learner， and learner and text（Brown&Rodgers， 2002） are defined. In the most recent study， a new type of CI is identified， namely， learner-space relationship（Hartwick， 2018）， which illustrates the tendency of computer-assistance language teaching with multimedia equipment.