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Seong, Guiboke. 2006. Teacher Talk Revisited: Issues, Findings and Future Directions. Korean Journal of English Language and Linguistics 6-1, 63-90. This paper aims to review major issues and findings on teacher talk in the first language (L1) content classroom and that in the second language (L2) classroom and to reestablish directions for future teacher talk research. The importance of teacher talk has its grounding on how it relates to learning. Recently teacher talk research is receiving attention again along with the development of research on Focus on form, corrective feedback, and the views of looking at classroom interaction as contexts for meaning negotiation and thus for learning. Research on L1 teacher talk has focused on development of descriptive frameworks and on investigation of various pedagogical functions of it. The primary concern of L2 teacher talk research has been how to make it comprehensible and work to facilitate learning of L2. Earlier studies paid great attention to various types of linguistic modifications. Research has also examined characteristics of conversational modifications, questioning and feedback behaviors in TT. Findings from the critical review suggest several new directions for future research on teacher talk as one the most viable and in-demand research areas in the field of second and foreign language learning and teaching these days.