Applying the theory of conversational repair and using classroom records, corpuses, interviews and other research methods, this paper conducts a small empirical research on the type and proportion of conversational repair in CSL (Chinese as second language) classroom. The result objectively shows the dominant position of other-initiation and other-repair in the CSL classroom conversational repairs, in which the teachers (others) are overwhelmingly dominant. This is a unique phenomenon in the second language learning and acquisition, different from the daily conversation of the first language (mother tongue). Meanwhile, this paper makes another creative attempt to construct a theoretical system after sorting out conversational repair strategies for both CSL teachers and students.