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rlying the vowels and consonant clusters, without an emphasis so much on the RP (Received Pronunciation) as the so called standard pronunciation typical of the written English; (2) Vocabulary: As few as possible modifiers to the vocabulary, abbreviations or colloquial expression, but many basic words of neutral color are used; (3) Syntax: Short sentences are used to the less advanced students as many as possible instead of the complex ones and a great amount of structures rather than the irregular, not so much in the past tense as in the present tense; (4) Discourse: The first person is mostly used, and repetition resorted for explaining things to the less advanced students; (5) Other respects take 60% of a period of class, and they are standardized, and demonstrative. TT seems to be like "mother tongue", which, in the second language classrooms, is usually adjusted (in pronunciation, vocabulary, syntax and discourse) to different needs of students; and still needs to be illustrated with accuracy, norms and demonstration. 1.4. Function and Values of Teacher Talk For about twenty years, linguists have paid more and more attention to the fact that in classrooms students’ successful outcome is largely related to the speeches the teacher uses and interaction between the teachers and students. Just as Duly states: “Teaching a second language means creating for students a part or all their new language environment. The entire responsibility for creating the language environment falls on the teacher who is teaching a language that is not used in the community” (1989). It is obvious that teacher talk plays a very important part as far as students’ acquisition of the second language is concerned. Seven Walsh has also pointed out that EFT classroom teaching is very different from other classroom teaching, and in EFT classrooms, language is not only the aim of learning but also the teaching medium. In other words, both teachers and students are using the language while they are teaching and learning the language. TT can be the largest and most liable source of students’ second language acquisition. Consequently, the presentation of TT has both positive and passive effects on students’ outcome (Wang Yinquan, 1999). TT is functional and of great value as far as all the respects of classroom teaching is concerned. Below are demonstrations to show two of TT’s functions: to create harmonious atmosphere and to encourage students. Firstly, a teacher can improve his TT to create harmonious atmosphere in foreign language teaching. Secondly, a good teacher needs to make sure that all students get the feeling of being encouraged from his TT “Encouraging” being a language function; it is the best way for teacher to use the linguistic tools to verbally encourage students, not by pointing out that students’ weaknesses do not matter, but by highlighting their strengths. Besides its worth and function in teaching and learning, TT serves as the major source of students’ foreign language input, and it is of great significance for TT to be paid a close and further attention to. Another reason may be that ever since Hymes (1972) raised the issue of communicative competence (CC) in the 1970s, it has been widely advocated as the target of TESOL and Second Language Acquisition (SLA). Much research on making students speak appropriately has been done, with theories such as learner-centered learning, learners' awareness of CC, learners' autonomy in clas