| Language teaching has its distinctive features which does not only contain what the student needs to learn but also serves as a tool for teachers to implement teaching tasks. In classroom practice, as a major input resource, teacher talk exerts important influence on imparting language knowledge and realizing teaching objective. This thesis studies teacher talk in universities in China based on Contrastive Analysis and intends to reveal current situation of English affricates pronunciation.The thesis first reviews related theories and literature covering the important aspects of teacher talk. Meanwhile, definition and norm of Standard English is discussed and elaborated. Based on a large body of data which comes directly from classes and which are representative of the present condition of language teaching in university English classes, the thesis probes into university teachers'speech in China. The research collects 40 elaborate courses and 10 randomly selected courses. A total of 50 university English teachers are randomly selected from sparse areas in China. The author specifically looks at English affricates /t?, d?/ by different subjects and in distinctive contexts in order to study the phonetic patterns of teachers'speech. 50 courses are transcribed, sorted out, and analyzed by computer software Cool Edit, Praat, and Excel.With reference to General American (shorted as GA), the present paper finds out that Chinese university English teachers have a satisfactory production of affricate /t?/, while affricate /d?/ could not be produced correctly. It can be inferred that university English teacher lack awareness of improving language articulation. Therefore, special attention should be paid to how to pronounce Standard English. The thesis ends by putting forward suggestions for standardizing English pronunciation while pointing out limitations of the present study in order to contribute to studying English phonetics teaching in China in the future.
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