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tterns and drills instead of real communication with students and thus loses its communicative nature. This teaching method limits the development of TT to a very large extent. B. Functional-Notional Approach and Teacher Talk As a big breakthrough out of the Grammar-Translation Method, Functional-Notional Approach appears to focus on language functions: the things we do in real life or more technically speaking: speech acts C. Humanist Teaching Approach and Teacher Talk Various language teaching methods arising in 1970s concern the learner as a whole person. . They are concerned with treating a learner not just a student in the classroom, but as a human being with feelings and emotions. In order to perform this Humanist Teaching Approach, the task of TT is how to free students from the frightening and stressful situations and put them into the situations in which students feel completely relaxed, happy and not worried by any errors (Brumfit, 1979). Thus, TT has to put emphasis on acceptance and encouragement with proper conversational strategies. D. Communicative Teaching Approach and TT It is not a strictly prescriptive method, as it is understood that every teacher, every learner, and every class is different, and the weaknesses and strengths of everyone concerned in the language learning processes need to be considered and worked on. It is also based on the view that the full communicative competence can only be reached if the learner has adequate opportunities to meet the language used in its authentic form (Lynch, 1996) which means not only texts that have been written by native speakers for native speakers but also TT which adopts authentic forms. Classroom tasks should be based as much -as possible on real-life ones (Nunan, 1989) so that the leap from classroom to real world is not so great. It demands that teachers should maximize the communicative nature of TT by recreating necessity and unpredictability in classroom interaction as well as effective feedback to student speech. In a word, in communicative teaching and learning, to develop learner's communicative competence becomes the focal attention of teachers 2.1.2. Sociolinguistics and Teacher Talk Sociolinguistics is the study of the relationship between language and society，including the social functions language fulfills in a society (Lyons and John, 1981). This study covers the social contexts in which language is used and the effect it might have. The study itself has nothing to do with teaching language, and that would be the application of Sociolinguistics to foreign language teaching. According to Dell Hymes who stresses that appropriateness is as important as accuracy in language use, using an inappropriate expression or word can cause offence. Just learning that point from sociolinguistics, foreign language teachers get to realize that they need to make sure their learners are sensitive to that aspect of language use. It is, of course, impossible to cover in the language course all the situations that the learners are likely to be involved in, but one can cover enough to enable learners to see that there are differences in the types of languages they use to different people in different situations. With the help of TT the teacher needs to show matters of politeness and familiarity. In classroom contexts, students need to hear appropriate TT and be taught to use a language appropriately. Teachers should set up situations in which students can recrea