This paper investigates several features of reactive tokens, including their distributional properties, their types, their frequency, and their functions in conversational contexts. An examination of reactive tokens in naturally occurring spoken conversation in Chinese and those in Chinese language textbooks reveals that there are some important discourse-pragmatic functions of reactive tokens that have been largely neglected in Chinese textbooks. This paper proposes four improvements for integrating reactive tokens into textbook study. First, Chinese language textbooks need to show the interactional importance of reactive tokens in conversational contexts. Second, the pronunciations, pitch and meanings of reactive tokens should be taught as they occur in interactive sequential context. Third, textbooks should introduce a variety of reactive token expressions based on the actual reactive responses of native Chinese speakers. Fourth, these reactive token expressions should be taught from beginning levels onward.