Abstract
This study analyzes discourse of one-to-one teacher-student interactions in a high school Japanese class. Through the examination of speech acts of classroom interactions, it was revealed that both the teachers and the student show a bias towards certain acts in their utterances, and the student rarely takes the initiative to move the conversation forward. In addition, nearly 70% of the teacher's questions are polar questions, which only ask the student for short answers. This study also suggests ways teachers can improve students’ utterances both in quality and quantity.
