Abstract: This paper first discusses the theoretical basis of second language classroom interaction and the impact of classroom interaction on second language acquisition, then analyzes second Language teachers misconceptions onclassroom interaction, which include: equating classroom interaction with behavior interaction; putting emphasis on communicative teaching and neglecting theteaching of grammar; overemphasis on output regardless of the factors influencing its effect; a lack of knowledge on the complexity of the interactive taskdesign. At last, this paper puts forward the evaluating criteria of effective classroom interaction, that is, to stimulate the language learning of learners.