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uage Acquisition) theorists have engaged in the research of interaction, which exists as the bedrock of acquisition. Indeed, Vygotsky’s theory  is  the  precedence  in  discussing  classroom  discourse  and  researching  the  relationship between language instruction and learning. 
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2.2 Basic Concepts on Teachers’ Interactive 
Discourse Teachers’  classroom  discourse  is  considered  as  a  kind  of  language  used  by  teachers during classroom instruction. To make communication easier between teachers and learners, the  interactive  discourse  is  recommended  strongly  by  many  linguists  and  scholars  for  its priority in supplying learners with speaking opportunities and genuine language environment. The way of simplifying their speech and trying to display as many characteristics of Foreign Talk as possible is often preferred by teachers (Sinelair & Brazil 1982). (Sinclair. J. McH. and D. C. Brazil. 1982. Teacher Talk. Oxford: Oxford University Press.) Chaudron (1988) finds out from his research concerning teachers’ discourse to non-native speakers of beginner level in general interaction that, comparing with the native speakers, the rate of teachers’ speech is lower; more frequent and longer pauses appear; vocabulary and sentence structure selected is more basic; teachers have more statements than questions and self-repetition is appreciated. Chaudron’ finding is quite corresponding to Krashen’s comprehensible input. Early  in  1975,  McTear  divided  classroom  discourse  into  two  types:  one  is  pseudo communication  and  the  other  is  real  communication.  The  first  type,  although  with  the occurrence of message transmission, presents a mechanical state of language drill without the occurrence  of  meaningful  negotiations.  This  type  of  discourse  is  rarely  seen  in  natural communication. Whereas, in real communication, the classroom discourse which serves as a tool  of  transmitting  knowledge,  exchanging  ideas,  classroom  management  and  etc.  is spontaneous and meaning. Ellis (1994) assesses that the real communicative discourse should be  appreciated.  This  section  will  introduce  some  basic  concepts  which  have  intimate relationship with teachers’ interactive discourse.  
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Chapter Three   Theoretical Bases ....... 33 
3.1 Language Input Hypothesis .... 33 
3.2 Language Output Hypothesis .......... 35 
3.3 Interaction Hypothesis .... 36 
Chapter Four   Methodology ........ 39 
4.1 Research Questions ......... 39 
4.2 Research Method .... 39 
4.3 Research Design ...... 40 
4.3.1 Research Subjects ..... 40 
4.3.2 Procedure of Data Collection ........... 42 
4.4 Summary ......... 44 
Chapter Five   Data Analysis and Research Results .......... 45 
5.1 Results of Classroom Observation .......... 45
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