【正文】 derstanding of the TT. Cheng Xiaotang(20xx) divided TT into four aspects:(1) authenticity(real use of language, scene and munication)。 Gaoming, 20xx). In An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 6 order to change this situation, many scholars have been trying hard to make significant attempts and finally gain some achievement (Zhou Xingamp。 coherence and cohesion in every section of teaching )。 (2) instruction (teachers use all kinds of ways like questioning to instruct students to speak)。 2）指令語作為教師用語非常重要的部分，是教學(xué)流程中聯(lián)系師生交流的紐帶。 action research。 本人在實習(xí)期間擔(dān)任廣州市長興中學(xué)的代課老師，代課時間為四個月。 本研究從結(jié)果中得到的啟示是：該研究僅為嘗試性研究、仍存在一定的局限性，期待相關(guān)領(lǐng)域的學(xué)者專家的深入探討。 (2)interaction(for the purpose of improving the degree of participation in class and the construction of knowledge。Zhou Yun, 20xx). Wang Yinquan(1999) made sidelights on the annual meeting of The thirtythird International English Teachers Association. In his statement, he said that TT can engender either positive or negative effect on the language input of learners. Teachers should not only pay attention to the quantity of his talk but also should focus on its quality. In Zhengjiang university, Zhouxing and Zhouyun(20xx) observed a studentoriented English class. They published an article, which thoroughly analyzed the character of English TT in university. They found that discussion is useful and beneficial for the munication between teacher and student. According to Bloom’s classification of cognitive development, He Anping(20xx) did an investigation of the demand of the TT. She did a corpusbased research of classroom interaction on the teacher of senior, junior and primary school. Jiang Yuhong(20xx) did a research on the quantity of turntalking between teacher and student in the English classroom teaching. She draws a conclusion that teacher has privilege of talking in classroom, but at the same time students share more right of autonomy and controlling. Cheng Xiaotang divided TT into four aspects: Authenticity, interaction, logicality and normalization, which is beneficial to the anization of classroom teaching, as well as language input. Zhengyan(20xx) did a research about ten years’ (20xx20xx)research about English TT at home. She found that in the last 10 years, there are about 44 papers about TT in the 12 kinds of important foreign language journals at home, which shows that there are not much paper about the research of English TT, and our Chinese scholars haven’t pay much attention about it. In short, though the research of TT at home develops much later than abroad, we still gain some achievement, and now more and more scholars begin to realize the importance of TT and make deeper investigation about it. Summary From the previous researches, we can find the research about TT have made some progress both at home and abroad, though it developed much later than that of western country. Moreover, from the research at home, we can find that some improvement is still needed. First of all, many of our researches are just about the An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 7 ment and summary of foreign country’s research. We should make our new research and find more novel results. Secondly, the subject is too simple. From the previous research at home, we can find that most of the subject of TT is all about inservice teachers in middle school and in university, only few of them involve in student teachers. As is known to all, student teacher is a very crucial power in teaching. But they have just entered the society and begin the career of teaching, so they lack experience. Therefore, doing research on the TT of student teachers can give some suggestions on teaching for student teachers and make preparation for their teaching career. Last but not least, from the previous researches, the author finds that none of the researches at home are about the student teachers themselves. Discovering this research gap, the author decides to make a research of TT based on hers, and try to find some ways to improve her own TT. Comprehensible Input Hypothesis Krashen(1981,1985) figured out five hypothesis of language acquisition: Language acquisitionlearning hypothesis, monitor hypothesis, the natural order hypothesis, language input hypothesis and Affective Filter Hypothesis. Among them, language input hypothesis is the core for language acquisition. The Input Hypothesis states that learners progress in their knowledge of the language when they prehend language input that is slightly more advanced than their current level． Krashen called this level of input “i+1”． Where “i” is the language input and “+1” is the next stage of language acquisition． The AcquisitionLearning Hypothesis claims that there is a strict separation between acquisition and learning； Krashen saw acquisition as a purely subconscious process and learning as a conscious process and claimed that impro vement in language ability was only dependent upon acquisition and never on learning． The Monitor Hypothesis states that consciously learned language can only be used to monitor language output； it can never be the source of spontaneous speech． The Natural Order Hypothesis states that language is acquired in a particular order and that this order does not change between learners， and is not affected by explicit instruction The Affective Filter Hypothesis states that learners’ ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment． At such times the affective filter is said to be “up”. The Input Hypothesis has been applied in language t