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Non-native or indigenous English teachers have provided the largest teaching and professional support in Asian countries where English is taught and learnt in school as an additional or international language. As the language environment outside classroom in these countries is generally poor, teachers become a major source of language input for learners. This article explores the Lexical Variation (LV) ratio of non-native teacher talk and the percentage of words teachers used at different vocabulary levels to determine the lexical richness in a foreign language classroom. The classroom data revealed that teachers’ oral input failed to provide a lexically rich environment as the teacher talk were limited in both variation and frequency range. Ways to enhance the lexical environment will be discussed

Non-native Teacher Talk as Lexical Input in the Foreign Language Classroom