本文嘗試以會話分析的機構性談話架構中Dew和Heritage（1992）提出的詞彙選擇、話輪設計、序列組織、整體結構、社會認識論和社會關係等項展開華語教師語言的分析。研究的對象為30位在職教師，隨機選取每人十五分鐘的課堂教學語料，經由轉錄謄寫、標記、統計、分析後，從中找到華語教學語言為機構性談話的特徵，以及相關的應用規律，同時也發現了華語教師語言中，不同於其他機構性談話和日常會話的特殊性，修正後，將華語教學語言的特性分為六項：可理解的語言形式、具功能性的話輪、三段式的基礎序列、重效率的整體結構、正向的互動關係以及超越真實性的談話，此研究的結果可做為未來規劃華語師資培訓的參考。

Under the concept of conversation analysis, this study analyzed Chinese language teacher's talk by adopting Dew and Heritage's framework (1992) of institutional talk: lexical choice, turn design, sequence organization, overall structural organization, social epistemology and social relations. The data was randomly collected 15-minute teacher's talk from 30 in-service Chinese teachers. After transcription, coding, and analysis, the study found the common features of Chinese language teachers' instructional talk, and the regularity of turn design and sequence organization. Besides, study also discovered additional feature other than ordinary conversation and institutional talk. Those features were classified into six categories: comprehensible language form, functional turn of speech, 3-step sequence, effective structure, positive interaction, simulated conversations. The results of the study can be treated as references for teacher training program.