Abstract: Based on interaction hypotheses, constructivist perspectives, learning/teaching strategies and effective teaching theories, the author thinks that studentinitiatedquestions create effective classroom interactions beneficial to the improvement of students language competence, thinking competence and communicative competence. By designingauthentic questioning situations, giving proper training on questioning and answering skills, controlling the type of questions being asked, and providing positive teacher/peerfeedback, teacher and students can make co-effort to reach the aim of knowledge construction in the teacher-student and student-student interactions.