Interaction Interactive teaching has been very much in vogue over the last few years as part of the "new" communicative method in which attention is centred on the learner and taken away from the teacher. Learning takes place between students rather than between teacher and student, the teacher moving into a "facilitator" or "resource" role. There is considerable difference of opinion as to what interactive learning or interactive teaching actually is, and what it involves. In this paper I propose that interactive teaching styles produce a change in the learning environment in which the relationship between learner and teacher changes and that this change affects the ego-state mode of acquisition by the leaner. It is not suggested that interactive teaching is better or worse than noninteractive teaching. The use of interactive methods depends upon the teaching goals. If the objective is to produce communicators, then there is an immediate quantitative advantage of having twelve simultaneous conversations between students, rather than a single dialogue between the teacher and one student.