{"references": ["S. D. Krashen, The Input Hypothesis: Issues And Implications. London: Longman Group Limited, 1985.", "M. Long, The role of the linguistic environment in second language acquisition. In Ritchie, William; Bhatia, Tej. Handbook of second language acquisition. San Diego: Academic Press, 1996.", "M. Swain, Communicative competence: Some roles of comprehensible input and comprehensible output in its development. S. Gass & C. Madden, Input in second language acquisition. Rowley, MA: Newbury House, 1985.", "D. Osborne, \"Teacher talk: A sociolinguistic variable,\" English Teaching Forum, vol. 199, pp. 10-12, 1999", "S. J. Derry, Learning strategies for acquiring useful knowledge. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum Associates, 1990.", "H. Y. Wang, \"On the Relationship between Language Output and Second Language Acquisition,\" International Journal of Social, Human Science and Engineering, vol. 8, pp. 831-833, 2014.", "N. Chomsky, Aspects of the Theory of Syntax. Cambridge: MIT Press, 1965."]}

As an important input and teaching media in foreign language teaching classes, teacher talk (TT) has a great effect on language output. This paper explores the problems related to teacher talk (TT) and language output in practical ELT (English Language Teaching) classroom and presents some suggestions for solving the problems which affect learner' effective language output.