| Acknowledgments | 第1-7页 |
| 摘要 | 第7-9页 |
| Abstract | 第9-16页 |
| Chapter 1 Introduction | 第16-21页 |
| ·Background of the study | 第16-18页 |
| ·Significance and purpose of the study | 第18-19页 |
| ·Overview of the thesis | 第19-21页 |
| Chapter 2 Literature Review | 第21-46页 |
| ·Teacher Feedback | 第21-27页 |
| ·The definition of teacher feedback | 第21页 |
| ·The classification of teacher feedback | 第21-25页 |
| ·Positive feedback and negative feedback | 第22-23页 |
| ·Corrective feedback | 第23-24页 |
| ·Evaluative feedback and discourse feedback | 第24-25页 |
| ·The function of teacher feedback | 第25-26页 |
| ·Summary | 第26-27页 |
| ·Classroom Interaction | 第27-35页 |
| ·The definition of classroom interaction | 第27-28页 |
| ·The significance of classroom interaction | 第28-29页 |
| ·Classroom interaction mode | 第29-32页 |
| ·Factors that affect the quality of classroom interaction | 第32-35页 |
| ·Summary | 第35页 |
| ·Theoretical basis | 第35-42页 |
| ·Krashen's comprehensible input and affective filter hypothesis | 第35-37页 |
| ·Swain's comprehensible output hypothesis | 第37-40页 |
| ·Long's interaction theory | 第40-42页 |
| ·Summary | 第42页 |
| ·Domestic and foreign research on teacher feedback and the classroom interaction quality | 第42-44页 |
| ·Foreign research | 第42-43页 |
| ·Domestic research | 第43-44页 |
| ·Summary | 第44-46页 |
| Chapter 3 Research Methodology | 第46-52页 |
| ·Introduction | 第46页 |
| ·Research questions | 第46-47页 |
| ·Participants | 第47页 |
| ·Instruments | 第47-49页 |
| ·Classroom observation | 第47-48页 |
| ·Questionnaire | 第48-49页 |
| ·Interview | 第49页 |
| ·Research procedures | 第49-51页 |
| ·Data collection | 第51-52页 |
| Chapter 4 Findings and Discussion | 第52-64页 |
| ·Introduction | 第52页 |
| ·Results | 第52-61页 |
| ·Findings of the time allocation of teacher feedback and classroom 3interaction | 第52-53页 |
| ·Findings of teacher feedback | 第53-59页 |
| ·Distribution of teacher feedback | 第53-56页 |
| ·Students' attitudes towards teacher feedback | 第56-59页 |
| ·Findings of the relationship between teacher feedback and classroom interaction quality | 第59-61页 |
| ·The reflection of classroom interaction quality | 第59-60页 |
| ·The relationship between teacher feedback and classroom interaction quality | 第60-61页 |
| ·Discussion | 第61-64页 |
| ·The relationship between time allocation of teacher feedback and classroom interaction | 第61-62页 |
| ·The relationship between teacher feedback and the quality of classroom interaction | 第62-64页 |
| Chapter 5 Conclusion | 第64-71页 |
| ·Summary of the findings | 第64-68页 |
| ·The proportion of teacher feedback in the total time English classroom contributes to the improvement of the current junior middle school classroom interaction | 第64-65页 |
| ·The main types of teacher feedback in the process of junior middle school English classroom interaction are positive feedback and corrective feedback | 第65-66页 |
| ·Praises followed by comments and explicit correction are mainly used by teachers and students in junior middle school English classroom process | 第66-67页 |
| ·The symptoms of the improvement of junior middle school English classroom interaction quality | 第67-68页 |
| ·Pedagogical implications | 第68-69页 |
| ·Balancing teacher feedback time and student talk time in English class. | 第68页 |
| ·Providing suitable elicitation feedback for students' answers | 第68-69页 |
| ·Pay attention to the reflection of classroom interaction quality | 第69页 |
| ·Limitations and suggestions for further study | 第69-71页 |
| Bibliography | 第71-75页 |
| Appendix 1 | 第75-77页 |
| Appendix 2 | 第77-78页 |
| Appendix 3 | 第78-79页 |
| Appendix 4 | 第79-80页 |
| Appendix 5 | 第80-92页 |
| Resume | 第92页 |
