In order to gain a deeper insight into second/foreign language (L2) classroom discourse, teacher talk, as one of the most important aspects of this discourse, needs to be studied from different perspectives. So, the purpose of the present study is to address the association between teachers' experience and different types of semantic schemata in their talk in L2 classroom contexts. The participants were 12 male EFL teachers who were divided into two equal groups regarding their experience, namely experienced and inexperienced. To collect the required data for this study, the classrooms were observed and audiorecordings were made from one lesson of each teacher. The audio-recordings were then fully transcribed and teacher talk was categorized into different semantic species types. Chi-Square test was employed to find out whether teachers' talk was significantly different in terms of semantic schemata. The data revealed that inexperienced teachers significantly use more semantic schemata in their talk, in comparison to experienced teachers, which can be attributed to their differences in several areas such as classroom practices, questioning behavior with respect to the concept of wait-time, application of the communicative approach principles in classroom, and ability in grading their language to their students' proficiency level. The results of this study help us to gain a more profound understanding of teacher talk in L2 classroom discourse and would benefit both pre-service and in-service teachers on how to manage and critique their own talk.