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alk a lot in traditional teaching. But it is reasonable for students to speak more in the rationale of student-centered teaching. Hence, teacher’s speech time is spent in line with the students' needs of oral communication. Teachers no longer stick to their floor of speech. Turns of speech are switched to students now and then when students are prompted either internally or externally. Even when it is the teacher’s turn, they should be alert to stop short of it in order to let ss eager to speak take over. When the privilege of speech is transferred back to students, precise timing is still needed including timing of correcting errors. Certainly there are errors in students’ speeches. The correction depends on factors such as “the type of error, the situation in which it was made, and the student who made it” (Tarone, 1989). Some of the errors are slips of the tongue. Some, attributable to carelessness, occur haphazardly. The correction of these errors should better be delayed till follow-up medium languages, in which teachers may repeat exactly the students’ speech but with emphatically corrected forms. It not only helps protect the face wants of students, but also may solicit correction and comparison among students. Those culturally erroneous expressions can be reversed after students have finished their talks in that such errors, even though serious, are not easy for students to spot and allows an elaboration in follow-ups. In short, interruption is impolite; obviously errors are tough to the teacher’s ear and mind. But they should be corrected all for the sake of soothing students’ communication. 3.3.3. Input of Understandable Teacher Talk According to Krashen’s Language Input Theory, language input is the origin of language learning, and learners’ input must be understandable language, with the formulae:( i+l). (The letter ‘i’ shows learners’ present level)The formulae ‘i+1’ indicates language input should surpass learners’ present level (1985). In foreign language teaching, TT as almost the only source of learners’ language input should be ensured accurate, demonstrative and understandable. More important, TT should be adjusted to learners’ present level and even surpass the latter so as to contribute to foreign language acquisition. 4. Conclusion 4.1. Further Reflection on Teacher Talk (1) The first thing for me to do is to reflect on the relation between TT and its context. It can be summarized like this: TT reflects its context; TT builds on its context; TT mediates its context. This paper, from the pragmatic and discoursed perspective, demonstrates adaptability between TT and classroom context. (2) Secondly, it is worth more attention that application of communicative approach in foreign language teaching involves putting much emphasis on class communication, and this demands teacher should produce communicative TT and switch traditional class to effective communicative teaching so as to promote student’s second language acquisition. As for teacher’s interactive strategies, teachers should pay attention to the highlights of communicative nature of TT. (4) Thirdly, having investigated the pragmatic and discoursed respects of TT as well as the concrete interactive strategies, I can say it is better and possible to investigate TT from the functional perspective. Last but not the least, since it has been realized that the analysis of TT can be related closely to all the aspects of language study and language t