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rm. Naturally, the function of TT here is something like moderator. The teacher gives hints, and gives others the chance to speak if the student who made a mistake is unable to correct the mistake. Indeed, the teacher plays a very important role in first stimulating self-correction, and only then shifting to peer correction. Teacher correction: only takes place at the time no other student seems to be able to correct the mistake if the student who made a mistake can correct it. In that case teacher correction seems to be the only possible way out. Another commonly used skill to error correction that can be headed under teacher correction is “corrected repetition”. If a student makes a slip of the tongue, and errs, the teacher may not want to isolate that mistake, and at the same may not wish to let the mistake go by uncorrected. In cases like this, the teacher could comment on the content of what the student says, and repeat the students’ words, but in the mean time correct the error the student made. For example: S: There are many people on the picture. T: Right, there are indeed many people in this picture In a word, different ways of correcting mistakes results from the mechanism underlying it from almost pure student-led to more teacher-assisted; TT plays a decisive role in the correction of mistakes. 3.3. Strategic Improvements of Teacher Talk Investigating the amount, property, and delivery of teacher talk, we find that teachers speak: too much, which overshadows the students’ opportunity to speak; with little variation, which confines the students’ range of language contact and imitation; with bad timing, which dampens the students’ desires of speaking. So there is no doubt that teachers should reshape their speech, and there are three improved interacting strategies in the following. 3.3.1. Repetition of Varied Teacher Talk Learning demands strengthening. On the assumption that cognition happens successfully, reinforcement follows to store the cognition and guarantee recognition and creative reproduction. Such is the import of the varied instructional language. No doubt this undertaking revokes the behaviorist view of habit-forming in language learning, and therefore awaits defense. It is widely believed that every level of society holds distinctively to its own expression, or jargon. Students’ target vocabulary should be pedagogically divided into two categories: recognition and production. Whether it is the subconscious former or the conscious latter, the formation traces heavily to the frequency of contact. If students are thrown from one environment into another and immersed in the environment of new communicative forms, their expressions are likely to be equipped with many new layers. Similarly, the students’ range of learning can be consolidated if they are provided with sufficient contact with teachers’ varied medium languages. Accomplishing this undertaking needs teachers to be watchful in class. Varieties of expressive bits should be piecemealed regularly to students. Follow-ups are not seldom nor random. Above all, periodic repetitions of the varied medium languages crisscross the whole teaching schedule to clear up backlashes. 3.3.2. Timing of Teacher Talk When the two preceding considerations are in the breech, a third ought to be at hand: when should teachers deliver their varied medium languages and how much time should they spend on the delivery? It is understandable for teachers to t