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whom at what time is firmly controlled. As a result, there is less turn-by-turn negotiation and competition, and individual student initiatives are discouraged. In China, although our society has a considerable demand of foreign language teaching, and it never functions well in terms of explorations of Teacher Talk. Therefore, research of Teacher Talk in China seem quite inadequate and may not meet the actual demands of foreign language teaching. A case in point is the investigation made by Yang Xueyan in 2003. She examined the Index to Papers on Foreign Language Research edited by Highber Education Institute and collected the statistics about the research papers published by foreign language teachers in China in 1999. Table: Statistics of Papers on Foreign Language Teaching in 1999 Number Ratio Foreign language teaching (extensively) 63 24.7% Reform in education 41 16% Language learning and acquisition 41 16% Teaching methodology 28 11% Language skills and teaching 25 9.8% Cultural factors 19 7.5% Multimedia and electric-form teaching 19 7.5% Teaching research 9 3.5% Foreign language classrooms performance 5 2% Foreign language teachers 5 2% From the above table we may realize that Chinese foreign language teachers do concern most about the research of the second language acquisition, teaching methodologies and cross-cultural communication, but care the least about language classroom and language teachers. Furthermore, the research about teachers in foreign language teaching is centralized on teacher’s qualities, teacher’s roles and relationship between teachers and students (Yang Xueyan, 2003). Either in domestic or foreign countries, linguistics and language teachers have attached more importance to teaching methodologies and usually resort to methodological approach to Teacher Talk (Liu Runqing, 1999); and the discoursed perspective of interactive Teacher Talk in this paper is obviously unusual and needs to be encouraged. So from overview of the present study on Teacher Talk, it necessitates the trends that Teacher Talk should be investigated in various respects (Liu Runqing, 1999). 1.2．Definition and Classification of Teacher Talk According to the linguists Sinclair ＆ Brazil who published Teacher Talk in 1982, teacher talk (TT for short) refers to the speeches that the teacher uses to speak to students when the teacher undertakes teaching tasks in the foreign language teaching (Sinclair ＆ Brazil,1982). TT can be primarily divided into two types: content language (CL for short) and medium language (ML for short) (Sinclair ＆ Brazil,1982). CL refers to the language of teaching tasks as prescribed in textbooks. Teachers read them aloud in the order of sentence or paragraph. ML consists of explanatory medium language (EML) and coordinative medium language (CML). EML means the language that teachers use to paraphrase words or sentences of texts, to illustrate grammar, and to provide further information relating to texts; CML refers to speeches used by the teacher for greeting, revision, question delivery, comments, task switching, discipline regulation, homework, etc. What merits my attention in this paper is ML 1.3. Linguistic Properties of Teacher Talk Calaudron (1988) investigates and studies TT from all linguistic aspects and he draws the following conclusions: (1) Pronunciations: Sonorous, articulate, a bit exaggerated; unde