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have been conducted on English teacher talk at home and abroad, andthe researches on classroom instruction have gradually been taking an approach ofdescriptive analysis. Many of them point out that teacher talk is still the dominant featureof the social organization in classroom activities, and the overall observation andassessment have switched to improve teachers' sensitiveness to the teaching process from amultiple perspective.

1.2 Purpose of the Study
As Ellis (1985) points out，interest in the language of the classroom has grownsteadily in the last twenty years, and it has been motivated by the realization that whether itis a subject lesson or a language lesson，successful outcomes may depend on the type oflanguage used by the teacher and the type of interactions occurring in the classroom. It isthe fact that students seldom have opportunities to practice English and communicate inEnglish in real situation after class. Therefore, teacher talk in the class turns out into amajor source of language input for students (Wang, 1991). According to He Anping (2001),teacher talk can have direct influence on the result of teaching. In spite of adopting thesame teaching method, the result of teaching may be 20 times different because of usingdifferent languages. The appropriate teacher talk can not only promote communication ofteacher-student and student-student, but also stimulate students' participation andcommunicative motivation, optimize students' contribution and facilitate their secondlanguage acquisition as well as make them proficient users of target language. Now anincreasing number of English teachers and scholars have become aware of the importanceof teacher talk and eager to know the nature of their language in the classroom.

Chapter Two Literature Review

2.1 Teacher Talk
Ellis (1984) points out that there are four things that students need to do with “new”language within teaching English as second language (TESL) sequences: be exposed to it,understand its meaning，understand its form and practice it. Any of these steps cannot leaveteacher talk aside."Teachers address classroom language learners differently from the way they addressother kinds of classroom learners. They make adjustments to both language form andlanguage function in order to facilitate communication. These adjustments are referred toas teacher talk.” (Ellis, 1994:726). Teacher talk，which is based on specific features andpractical need of teaching, is a kind of professional language used to impart knowledge tostudents，exchange feelings with them in the teaching process. To be more specifically,teacher talk is the totality of language that teachers use in class，which primarily refers tothe language of teaching content presentation and explanation of the teaching materials. Itis the utterance that teachers used to organize classroom teaching, conduct classroominteraction, explain knowledge and express emotions, including asking questions，givingexplanations, organizing activities and giving feedback.

Chapter Three Theoretical Foundations........... 24-34
    3.1 Krashen's Comprehensible Input Hypothesis........... 24-27
    3.2 Long's Negotiated Interaction Hypothesis........... 27-30
    3.3 Critical Discourse Analysis ...........30-34
Chapter Four Research Design........... 34-38
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