| Acknowledgements | 第4-8页 |
| List of Abbreviations | 第8-9页 |
| Abstract | 第9-11页 |
| 摘要 | 第12-14页 |
| Chapter One Introduction | 第14-17页 |
| 1.1 Rationale of the Research | 第14-15页 |
| 1.2 Significance of the Research | 第15-16页 |
| 1.3 Organization of the Thesis | 第16-17页 |
| Chapter Two Literature Review | 第17-36页 |
| 2.1 Previous Studies on Teacher Talk | 第17-24页 |
| 2.1.1 Definition of Teacher Talk | 第17页 |
| 2.1.2 Types of Teacher Talk | 第17-19页 |
| 2.1.3 Features of Teacher Talk | 第19-21页 |
| 2.1.4 Functions of Teacher Talk | 第21-22页 |
| 2.1.5 Approaches to Teacher Talk | 第22-24页 |
| 2.2 Previous Studies on Teacher Questioning | 第24-34页 |
| 2.2.1 Definition of Teacher Questioning | 第24-25页 |
| 2.2.2 Types of Teacher Questioning | 第25-27页 |
| 2.2.3 Wait time in Teacher Questioning | 第27-28页 |
| 2.2.4 Ways of Answering Questions | 第28-30页 |
| 2.2.5 Strategies of Teacher Questioning | 第30-33页 |
| 2.2.6 Pedagogical Effects of Teacher Questioning | 第33-34页 |
| 2.3 Summary | 第34-36页 |
| Chapter Three Theoretical Framework | 第36-42页 |
| 3.1 Constructivism | 第36页 |
| 3.2 Piaget’s Cognitive Constructivism | 第36-37页 |
| 3.3 Vygotsky’s Social Constructivism | 第37-39页 |
| 3.3.1 Zone of Proximal Development | 第37页 |
| 3.3.2 Scaffolding | 第37-39页 |
| 3.3.3 Relationship between Scaffolding Theory and ZPD | 第39页 |
| 3.4 Summary | 第39-42页 |
| Chapter Four Methodology | 第42-46页 |
| 4.1 Research Questions | 第42-43页 |
| 4.2 Subjects | 第43-46页 |
| 4.2.1 Participating Teachers | 第43-44页 |
| 4.2.2 Participating Students | 第44页 |
| 4.2.3 Research Instruments | 第44页 |
| 4.2.4 Data Collection and Statistics | 第44-46页 |
| Chapter Five Results and Analysis | 第46-71页 |
| 5.1 Frequency of Display Questions and Referential Questions | 第46-48页 |
| 5.2 Wait Time in Teacher Questioning | 第48-49页 |
| 5.3 Ways of Answering Questions | 第49-52页 |
| 5.3.1 Volunteering | 第50页 |
| 5.3.2 Chorus Answering | 第50-51页 |
| 5.3.3 Nominating | 第51页 |
| 5.3.4 Teacher Self-answering and No Answer | 第51-52页 |
| 5.4 Frequency and Percentage of Different Strategies | 第52-58页 |
| 5.4.1 Repeating | 第53-54页 |
| 5.4.2 Probing | 第54-55页 |
| 5.4.3 Redirecting | 第55-56页 |
| 5.4.4 Paraphrasing | 第56-57页 |
| 5.4.5 Prompting | 第57-58页 |
| 5.5 Scaffolding Assistance of Teacher Questioning | 第58-71页 |
| 5.5.1 Episodes of Single Scaffolding Functions | 第59-64页 |
| 5.5.2 Episodes of Multiple Scaffolding Functions | 第64-65页 |
| 5.5.3 Questioning Modification Strategy and Its Scaffolding Assistance | 第65-69页 |
| 5.5.4 Summary | 第69-71页 |
| Chapter Six Discussion | 第71-76页 |
| 6.1 Frequency of Display Questions and Referential Questions | 第71-72页 |
| 6.2 Average Wait Time and Characteristic of Ways of Answering Questions | 第72-74页 |
| 6.3 Frequency of Questioning Strategies and Their Pedagogical Effect in Scaffolding Assistance | 第74-76页 |
| Chapter Seven Conclusion | 第76-80页 |
| 7.1 Major Findings | 第76-77页 |
| 7.2 Pedagogical Implications | 第77-79页 |
| 7.3 Limitations of the Research | 第79页 |
| 7.4 Prospects for Future Research | 第79-80页 |
| References | 第80-83页 |
