Communication and interaction can be found in all aspects of life, including the educational process. Every educational activity is actually a communication process in which the teacher and students interact. It is a specific communication environment in which the speech behavior of its participants is conditioned and partially predetermined. Pursuant to all the above, we find communication and interaction in the process of teaching and learning a foreign language, and their outcome determines the acquisition of a foreign language by students. Since the teacher, due to his hierarchically predetermined position and possession of knowledge, leads the interaction in the foreign language classroom, this paper is focused on the analysis of his interactions towards students. In order to conduct a successful analysis, the first part of the paper presents theoretical foundations that answer some important questions such as: what is interaction, what are the specifics of interaction in a didactic environment, how does interaction in a foreign language class differ from the usual interaction in pedagogical relation, what is the role of its protagonists and what are the ways for analyzing interactions. The second part of the paper brings out the research methodology, as well as the analysis of the obtained results, which seeks to gain a better insight into the interaction used by teachers of French as a foreign language.