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Abstract：Teacher Talk (TT for short) refers to the speeches that the teacher uses to speak to students when the teacher undertakes the task in the foreign language teaching. TT can be primarily divided into two types: content language (CL for short) and medium language (ML for short). CL refers to the language of teaching tasks as prescribed in textbooks. ML consists of explanatory medium language (EML) and coordinative medium language (CML) EML refers to the language the teacher uses to perform such teaching tasks as paragraphing words or sentences or illustrating grammar rules. CML refers to speeches used by the teacher for greeting, comments, task switching, discipline regulation, etc. What merits my attention in this paper is ML. TT as the essential medium in language teaching is firstly studied in the field of Teaching methodology. Different teaching approaches can bring about different styles of TT; and different TT applies different teaching approaches to teaching activities. However, limiting the analysis of TT in the field of Teaching Methodology may narrow the research space of TT and can be fairly disadvantageous in language teaching. This paper adopts an opening view – the perspective of discourse analysis to analyze linguistic forms and their functions as well as effects on learners’ learning, and it firstly sums up several communicative features of TT. Then introduces the researches closely related to the study of TT, and enquires the TT strategies basing on the analysis of the middle schools’ English teaching. Finally, tries to offer further refection on TT. 1. Introduction The first chapter serves as an introduction with a brief overview of the previous study of Teacher Talk. It has put forward the new scope of this paper that it will be quite contributive to investigate Teacher Talk from the perspective of the discourse analysis rather than limiting the research of Teacher Talk in the only field of Foreign Language Teaching Methodologies. 1.1. Present Research on Teacher Talk With the development of the second language acquisition, scholars begin to study language teaching classroom in psychological and sociological perspectives in order to improve students’ acquisition of a second language. Mantero (2002) studies discourse in second language classroom in a psychological perspective. His study brings us “closer to understanding the role of cognition, discourse, and literature in a foreign language classroom”. Those who studies in the sociological perspective are interested in the classroom interaction. Christie (2002) has said “there has been a growing interest in the study of interaction patterns found in foreign language classrooms during the last 20 years. This is a result of the realization that successful language teaching probably depends more on the type of interaction that takes place in the classroom than on the actual teaching method used.” Therefore, the discourse between the teacher and students becomes the subject. The structure and the nature of classroom discourse are studied to show how the teacher and the students together create chances to learn instead of only how the teacher teaches. Meanwhile, there are also micro studies of the discourse in classrooms. Barnes (1969, quoted in Ellis, 1994) has studied one aspect of the discourse – initiating. Mchoul (1978, quoted in Ellis, 1994) has shown that classroom discourse is often organized so that there is a strict allocation of turns and who speaks to