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s researchesfocus on the interactional features of Teacher Talk, while teachers’ language itself is neglected.Whether Teacher Talk is benefit for learners’ language input is still unknown. In this research,the linguistic features of Teacher Talk which can show the complexity of Teacher Talk will beinvestigated and analyzed.This study, which is based on the real high English classes, has both theoreticalsignificance and practical significance.
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2. Literature Review

2.1 Definition of Teacher Talk
What is Teacher Talk? There are many definitions of Teacher Talk given from differentperspectives. Linguists Sinclair and Brazil, who published Teacher Talk in 1982, definedTeacher Talk as “the language in the classroom that takes up a major portion of class timeemployed to give directions, explain activities and check students’ understanding” (1982，p.346).According to Rod Ellis (1985), Teachers Talk is a kind of special register. “Teachersaddress classroom language to learners which are different from the way they address otherkinds of listeners. They make adjustments to both language form and language function inorder to facilitate communication. These adjustments are defined as Teacher Talk”.For Nunan, Teacher Talk as one of the vital parts of teachers’ behaviors, is not only thelanguage which teachers use to organize and manage EFL class and implement their teachingplans, but also the major source of comprehensible target language input that learners arelikely to receive (1991, p. 189).
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2.2 Features of Teacher Talk
The features of Teacher Talk can be classified into linguistic features and interactionalfeatures (Liu, 2005). This study is mainly focused on the linguistic features of Teacher Talk,so the interactional features will not be presented in details.According to Liu Xuehui’s division, interactional features of Teacher Talk cover thefollowing six aspects: interaction mode, turn-taking, topic management, the patterns ofquestioning, negotiation behaviour, and types of feedbacks.Unlike the interactional features of Teacher Talk, according to Liu Xuehui, the linguisticfeatures of Teacher Talk are described from the following aspects. Target language refers to the language which a person is learning in foreign languageclass in contrast to the first language or mother tongue (Richards, et al., 2005, p. 692). Usingtarget language in language class is advocated by most researchers who believe that teachersshould use target language utmost rather than mother tongue, because sufficient languageinput is the precondition of learners’ language acquisition. Zilm (1989) investigated thecondition of the use of target language in his German class. He found that when he increasedthe amount of target language, students’ amount of target language use increased as well (ascited in Huang Yidan, 2006). Mitchell (1988b) discovered that in the Scottish elementaryFrench class teachers used language in the transformation between French and English. AndFrench (second language) was mostly applied to organize teaching, while English (mothertongue) was frequently used to organize activities (Ellis, 1990, p. 78).
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3.Research Design. .... 19
3.1 Research Objectives and Research Questions ....... 19
3.2 Research Subjects........ 20
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