【正文】        Abstract: Teacher Talk (TT for short) refers to the speeches that the teacher uses to speak to students when the teacher undertakes teaching activity. TT is the key factor of teaching plans carried out successfully or not. Proper TT motivates the vocal communication between teacher and students, which will create more chances of studying for students to take part in the teaching activities. What to be discussed in this paper is the variety of English TT in China. This paper will present the existing teaching model—teacher-centered classroom to disclose the influence of TT to the learners’ acquisition. What’s more, it will try to classify TT to have a further study of TT from different aspects.
        Key words: teacher talk，speech act theory
        I. Introduction 
        "Speech act theory"(Austin,1962) holds that a speaker might be performing three acts simultaneously when speaking:locutionary act, illocutionary act and perlocutionary act. Locutionary act is the act of conveying literal meaning by means of syntax,lexicon and phonology; the illocutionary act is the act of expressing the speaker's intension;while perlocutionary act is the act performed by or resulting from saying something. And people are more interested in the second one which is identical with the speaker's attention. The essential of the theory is that as one of the society, each word he speaks means an action he takes to others.It applies to TT in class.No matter what kinds of act,the output of teacher is to transmit what he got to students.How to make the quantity of input of students maximum is the first thing of TT.What teacher says in class has a direct and great influence to the acquisition of students.Especially mastering the illocutionary act, teacher can make students understand more easily,improving the effectiveness of teaching. In English teaching, handling with the proper speech act theory as a teacher in English teaching; combining this theory into real teaching,can make the interaction between teacher and students objectively, effectively and methodically in class.
        II. The present research on TT
        Many linguists have researched language teaching classroom in psychological and sociological aspects to improve learners' second language acquisition. To get a smooth communication between teacher and learners, teachers often use the processed or simplified language to keep the teaching. According to Chaudron (1983),the features of ML can be divided into the following aspects:
        1.From the point of phonetics, English teachers usually pronounce exaggeratedly, lengthen the pause, slow the speech sound, loud-speak or clear the vowels in the words;
        2.In the lexicology, teachers try to choose the basic words, Instead of the colloquial language, indefinite pronoun, abbreviation form and the words in neutral;
        3.From the syntax, teachers would like to use the simple and short sentences without the subordinate clauses which are spoken slower than common speed. They have a preference to use the first person, not the second/third person;
        4.From the discourse, teachers always adopt the inductive activities, have the conversation with students, and speak repeatedly.
That's to say teacher talk is simple, brief and normative after it's processed and simplified.
        III. The necessities of studying English teacher talk in middle school
        Many facts prove that studying English teacher talk is quite necessary in the background of traditional teaching and new curriculum standard.
        TT plays an indelible role in traditional teaching. When I was in the middle school, English teacher had accustomed to the changeless teaching model: much time was spent on the explaining the grammar, sentence patterns and exercise, carrying out the teaching plans seemed the first. Till I interned in a local-best school, I found that teacher-centered teaching model was still the mainstream.What teacher said was the formwork of studying of students.As the main introducer of target language, teachers were always worried about too much or less talking will influence language acquisition of students’, covering most of the class time consciously or unconsciously. In such traditional teaching,TT usually covered much more time than ever before or later, forming an authoritative place in students' mind.
        With communicative language teaching is advocated greatly, the effectiveness of students' acquisition needs more skillful and more comprehensive TT. So TT is becoming more and more prominent in English teaching.From the investigation of GuoBaoju(2000) to five English teacher,we can see that teacher is the center of classroom.The time teacher talk covers most,comparing with the time students talk,especially in text teaching,exercise and assessment.English teaching tends to pay more attention to the mutual communication and interaction between teacher and students, rather than the operation of teaching plan. And so many teacher are trying to change such stereotype. However, the fact is that this approach is  not really working. 
        Different teaching approaches can bring about different styles of TT; and different TT applies different teaching approaches to teaching activities. TT plays a vital role in the process of organizing the teaching and language acquisition, for it is not only teacher’s tool of carrying out the teaching plan successfully or not, and the main resource of students' practice examples, but also the key factor of the effectiveness of learners' acquisition and the vivid appearance about English from teachers. Sim ich2Dudgeon (1998)holds that teacher controls nearly the whole classroom interaction, and he decides teaching content, the order of students’ speaking and the answer’s right or wrong . So it’s necessary for us to study TT further. This paper does not only discuss the simple talk, but advise how to greeting, directing, stating, etc .
        IV.The requirements of students' psychology toTT 
        TT should cater for the distinctive psychological features of  middle school students.
        First, junior school students are marked by resistivity and dependency, artreticatrophy and openness, superiority and inferiority.In fact, they hang about independence and dependence.With their growing older,they are eager to be an adult, live independently, but they are not capable of everything, no matter in the daily life,in study or in their mentality, they needs someone to guide them, encourage them and help them.So what teacher talk should be encouraging, and just right. Because of students' unsteady personality, they may be some passive and optimistic,often inclined to be puzzled between wishes and action, they have the desire to performance well, but without the self-control overcoming the actual situation laziness. That demands TT should be more likely to be approving and encouraging. T would like to say: “You did a good job!” instead of “Oh, my god! How bad!” Another particular feature of our students is that the rudiment of independence consciousness coexists with the actual dependence. So teacher should maintain their inner development and guide them in a right way during studying. The quantity of TT in class should be condensed to the very point. The pattern and time of initiating should be considered. Too much TT can distract students’ attention in a way. Over-echo and too much repetition of students’ would interrupt students’ thinking ,ending the turn-talking prematurely.
        V. The varieties of English teacher talk in middle school
        1. Greeting
        Greeting, as the beginning of class,should be attractive  and refreshing ,not monotonous or stereotyped."Good morning, class! Yestertay we have learned…Now let’s review what we learned yesterday…OK, today we’ll study a new lesson, please turn to page…”."Is everybody here?" "How are you?" are the typical TT and most popular in campus. Taking "Good morning" as an example, this talk is not only a greeting(locutionary act),but also  a sign of beginning class to students(illocutionary act).We all know that greetings can shorten the distance between teacher and students, building up a harmony relationship and making the learners form the habit of good manner. But these greetings seem a little faint in teaching practice, teachers' greeting should motivate students to speak and learn, even communicate.
        So teachers should be conscious of the proper greetings which can be connected with the familiar topic.TT should be combined with some interesting topics, such as weather, festival, important events, some common activities. Teacher should try to change greeting properly,avoiding making students recite what you'll say.
        For example, "Girls and boys, happy new year!","Are you OK now after the P.E. Lesson.
        2.Directing 
        As the director,TT in this stage is key to organize and keep the classroom in teaching discourse.We intend to less teacher talk.The directing should be used properly in terms of the different teaching tasks.The key of directing doesn't depend on its quantity,but its  quality.  From the point of lucutionary of act, the speaker teacher can order students to do something, change some objective facts, finish some task, or make some product. Teacher should be aware of the proper tone, imperative or tough tone, direct or indirect tone. We can study the tone of TT in terms of the different objects:
        ⑴to the directing aimed at the individual, teacher can try to speak in a mild and roundabout way to ease the learners' pressure and tension. For example, "Would you like to share your idea with us?""Could you tell us the right answer?".
        ⑵To the directing aimed at the whole group, teacher can try to use the first person," Shall we...?","Let's......",which will enliven the class atmosphere and motivate learners' positivity, such as "Let's read together/try to retell the story ","Shall we do the role play".
        ⑶In the interpersonal activities, teacher can use a simple "hush"(illocutionary act) to make the students to be quiet. It would be a effective locutionary act to keep the classroom discipline, sometimes it's necessary to express the intention directly, for example, "be quiet, please!""don't make such noise!".
        3.Initiating
        Initiating is an important device for motivating students' learning in class,because it greatly transfers students' enthusiasm and keeps students' concentration. What's more, it’s easy to observe ,record and analyze. It motivates students' attention, evokes learners' participation, and offers the chance of practice. Teacher can test students' learning acquisition, find out learners' problem in time and adjust the proper teaching policy. To understand this stage better,we can first look at some different types of questions we teacher often initiate.
        A. Can you hear me?/Would you like to share your idea with us?
        B. Which answer is better,A or B?/Which is larger,China or Russia?
        C. How can we get to the bus stop?/What can we get from the article?
        D. T:What's the weather like?It's...
        S:Sunny.
        Just as question A which are answered "yes" of "no" is general question, It is fit for the teaching presentation.
        Like question B,it is the choose question which companies with "or" and allows learners choose one from the speaker's talk.Teachers can make full use of them to explain the teaching point directly.
        Like C,many questions are are usually leaded by "what/where/why/how/when/who", they are  very nichetargeting .They will motivate learners to participate the learning activities. 
        D belongs to inductive question the front part of which is asked by teachers, the rest part is made up by students,Students are evoked to draw their attention to learning.
        From the initiating manner , it can be considered nominating, chorus-answering, volunteering and teacher self-answering. Here is an investigation to 5 teachers by Guo Baoju(2000):








        Echoic type questions which are repeated by teachers to make sure whether students make the point clear, such as "Right or wrong, are you sure?","Really? Do you understand now?".They are effective feedback about students' acquisition, which is the reference of teachers' teaching policy.
        4.Stating is the main part of a lesson. During such a process, teachers preach and present which covers a half of one third of one lesson. Teacher talk in this stage is vital to make students understand the teaching point. The common ML in preaching and presenting are like these:
        ⑴exaggerated spoken language. Teachers emphasis on certain words ,lengthening the pause, or slowing the speech sound to make sure students heard and understood 
         ⑵ simplified language. To the foreign language learners, the target language is difficult for them at the beginning. Teachers should try to choose the words which are in accord with learners' language level. When teachers present the new lesson, explain the grammar rule or the key points, and demonstrate the teaching, they should modify and process the words to simplify the talk, then students have the confidence and interest to learn.
        5.Assessment is indispensable in teaching which will affluence the motivation of learners'. Teachers should appraise students based on  class performance and participation .As for the ML, teacher typically say "Good!","Very good!","Excellent!","Are you sure?","Louder ,please" ,etc. The assessment is not absolutely positive ,it also can be of a little criticize and advise .The experienced teacher would be cautious about the assessment to students to make the illocutionary act into its best perlocutionary act. So they avoid appraising like this:
        ⑴the negative structure assessment, such as " Why don't you study hard?".
        ⑵the absolutely negative assessment, such as "It's terrible!","It's so bad!"
        ⑶the indifferent and tough tong, such as "Can't you listen to my lesson seriously?","Why do you always do the opposite things?".
Meanwhile teachers should flexibly criticize indirectly, euphemistic talk can keep the harmony relationship with learners. We'd better say "You might do it better" or "Does anyone have a better answer?"not "You are wrong.", we would rather say "I appreciate the first part of your plan" instead of "Oh, that's terrible."Criticize---"I'm afraid you are not quite right". Negation---"You nearly got it". Correct---"I think you may.....".Advice---"I would like to suggest that you should.....".
        6.Reflection about ML
        Teacher talk is a special occupational language which interests more and more people.ML belongs to the necessary part of TT, it's of great value that the application of ML in English teaching in China needs more attention and research. Especially for the green teachers, it's necessary for them to explore this field to regulate its teaching practice.
        Reference:
        1.戴炜栋，何兆熊.A New Concise Course on Linguistics for Students of English.上海外语教育出版社，2002.
        2. Chaudron,C.Second Language Classrooms:Research on Teaching and Learning [M].Cambridge University Press.1988
        3.文秋芳.英语专业学生口语词汇变化的趋势与特点[J].外语教学与研究.2006.3
        4.http://d.wanfangdata.com.cn/Periodical-wyywyjx200301005.
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