In recent years, effective foreign language teaching has invited much attention from the academic world. The present paper, from the perspective of communicative strategy and anchoring on corpus data, discusses the learner's speech self-repair and effective foreign language teaching. The findings are that in the process of learner's speech self-repair, problems do exist that include quite a number of undetected speech errors, scanty use of fillers and overuse of self-repetition, etc. that much challenge the effectiveness in foreign language teaching. It holds that effective foreign language teaching shall both enable learners to attain the comprehensible input of “high quality and quantity” and through interaction as well as negotiation of meaning to achieve the optimal comprehensible output on the basis of intake and internal comprehension in the social-like setting and therefore proposes that the use of learner's speech self-repair, an effective communicative strategy and learning strategy, not only serves as the yardstick for judging the quality and quantity of the input, but also helps the learner, during the interaction, to self-monitor the speech, test the hypothesis, notice the gap and self-regulate the errors to achieve the modified output. Therefore, we shall not only emphasize the language input and output, but also stress the input of necessary strategies for language use so as to achieve the final enhancement in language know-how. “Reading for Discussion” teaching model provides a very worthwhile venue for the use of speech self-repair as well as for the effective tr the degree of positive L1 transfer, the lower the lexical and syntactic complexity. Based on the conclusions above, some suggestions are provided for the teaching and testing practice of Chinese English learners' L2 writing.