This paper analyses the condition of teaching and learning Chinese in Bangladeshi university classroom. Analysis of classroom conversation and interactions between teacher and student has been done to demonstrate the nature of interactions. The different subjects of interactive discussion were coded in order to determine how the approach of teaching impacted upon discourse. For this analysis, author used both qualitative and quantitative model to analyze the data and tried to figure out the nature of classroom interaction and compare between native and nonnative teacher’s classroom interaction. From this research, we have found that the nature and amount of classroom interaction between native and non-native teachers with their students is not the same. Our result will help the organization to make a decision whether a native or a non-native teacher will be more appropriate for Chinese language teaching in Bangladesh.
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