本研究以会话分析（CA）为理论框架，采用准实验设计探讨CA教学对提升大学英语学习者课堂互动能力的作用。实验组（n = 45）与控制组（n = 41）分别接受CA教学和常规教学。通过16周的教学实验发现：实验组在短反应符话轮贡献度和相邻对话轮贡献度上显著提升，平均话轮长度缩短，呈现经济型互动策略；评价话轮贡献度无显著变化，但评价复杂度提升。研究证实，CA教学能优化互动质量。未来需结合多模态技术，进一步探索互动能力的动态发展机制。

This study employs Conversation Analysis (CA) as the theoretical framework and adopts a quasi- experimental design to explore the effects of CA-based instruction on enhancing classroom interactional competence among college English learners. The experimental group (n = 45) and the control group (n = 41) received systematic CA training and conventional instruction, respectively. After a 16-week teaching experiment, the experimental group demonstrated significant improvements in the contribution of short response tokens and adjacency pairs, along with a reduction in average turn length, indicating a preference for economical interaction strategies. Although the increase in the contribution of assessment was not statistically significant, its upward trend suggested enhanced complexity in evaluative expressions. The findings confirm that CA instruction optimizes interaction quality. Future research should integrate multimodal technologies to further investigate the dynamic mechanisms of interactional competence development.