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s being established (Allen and Widdowson, 1974; Roberts, 1982; Li, 1984; Tarone and Yule, 1989), and methodologies concerning classroom activities recommended (Harmer, 1985; Ur, 1996). While they are helpful one way or another, it is still the battling case that a remarkable number of Chinese students tend to be reticent both inside and outside the class when there are occasions of speech interaction. Of the various factors contributing to this phenomenon, TT in terms of its quantity and quality and its causal relation with students' CC deserves careful investigation especially when foreign language teaching in China is now experiencing a significant change from traditional teaching concepts to contemporary communicative approaches. 2. Rationales Relevant to Teacher Talk The first chapter introduces the rationales which are closely related to the study of Teacher Talk, and they are: (1) Foreign Language Teaching Methodology; (2) Sociolinguistics; (3) Applied Linguistics; (4) Second Language Acquisition; (5) Discourse Analysis. Instead of pursuing the traditional approach in which Teacher Talk is usually involved in the field of Foreign Language Teaching Methodology, this paper takes quite a new perspective: discoursed analysis to study the language in use on the part of the teacher in foreign language teaching. 2.1. Methodological Account and its Related Subjects It is quite certain that methodological theories have ever been the biggest source of linguistic structures and speech strategies in TT. Research on teaching methodologies can serve as the starting point to analyze TT. Scholars like Benseler(1980), Schulz(1980), Johnson(1979), Brumfit(1979), Brown(1980), Littlewood(1981),etc., who have been involved in the research of teaching methodologies, have also been concerned with many respects of TT. Different methodologies contribute to different conversational styles of TT. 2.1.1. Foreign Language Teaching Methodology and Teacher Talk Various teaching methodologies provide teachers with a wider variety of teaching strategies and skills rather than detailed analysis of teacher talk from modern linguistic perspectives. Foreign Language Teaching Methodology covers all the important aspects of language teaching, including teaching of the language skills: reading, listening, speaking and writing (Benseler&Schulz, 1980). Teaching of pronunciation, grammar, and vocabulary is also covered in many teaching methodological books. The practical details of the role of lesson planning, classroom management and language testing are also included in teaching methodologies. Although there are some theories which are concerned with the people in classrooms-the teacher and the students, TT has not yet become the focus of the research in the field of Foreign Language Teaching Methodology. However, learning from the research about teaching methodologies can be beneficial to the analysis of TT because different methodologies need different styles of TT and a certain type of TT needs to suit its corresponding teaching main development and structure of Foreign Language methodology. Below is the Teaching Methodology, which will be the basis and starting point of the analysis of this paper. A. Grammar-Translation Method and Teacher Talk The Grammar-Translation Method is a language teaching method based on the study of texts in the target language which has to be explained and analyzed and then translated in mother tongue. TT covers sentence pa