| Abstract | 第1-10页 |
| 内容摘要 | 第10-13页 |
| Chapter One Introduction | 第13-19页 |
| ·Research Background | 第13-15页 |
| ·Aims of the Present Study | 第15-16页 |
| ·Significance of the Present Study | 第16-17页 |
| ·Organization of the Work | 第17-19页 |
| Chapter Two Theoretical Foundations for the Present Study and Review of Related Literature | 第19-34页 |
| ·Theories of Classroom Learning Based on Interaction | 第19-21页 |
| ·Models of Classroom Interaction and Second Language Acquisition | 第21-27页 |
| ·Krashen's Comprehensible Input Hypothesis Model | 第21-23页 |
| ·Long's Negotiated Interaction Hypothesis Model | 第23-25页 |
| ·Swain's Comprehensible Output Hypothesis Model | 第25-27页 |
| ·Perspectives in EFL Classroom Teacher Talk Research | 第27-34页 |
| ·The input features of EFL classroom teacher talk | 第27-28页 |
| ·The interactional features of EFL classroom teacher talk | 第28-31页 |
| ·The correlation between error treatment and L2 linguistic proficiency | 第31-34页 |
| Chapter Three Methodology | 第34-40页 |
| ·Research Questions | 第34页 |
| ·Subjects | 第34-35页 |
| ·Lesson Type | 第35-36页 |
| ·Instrumentation | 第36-38页 |
| ·Sampling, direct observation and audio-recording | 第37-38页 |
| ·Questionnaire | 第38页 |
| ·Data Collection, Transcription and Analysis Procedures | 第38-40页 |
| Chapter Four Data Analyses and Findings | 第40-47页 |
| ·Results of Research Question 1 | 第40-41页 |
| ·Results of Research Question 2 | 第41-43页 |
| ·The frequency of display questions and referential questions | 第41-42页 |
| ·The distribution of teacher's questions | 第42-43页 |
| ·Results of Research Question 3 | 第43-44页 |
| ·Results of Research Question 4 | 第44-47页 |
| ·Types of praises and their frequency | 第44-45页 |
| ·Treatment of errors | 第45-47页 |
| Chapter Five Discussions and Implications | 第47-59页 |
| ·Discussions about the Research Results | 第47-54页 |
| ·The amount of teacher talk and its influence on learners' EFL acquisition | 第47-49页 |
| ·Display questions and referential questions and meaningful interaction | 第49-51页 |
| ·Interactional modifications and communication problem solving | 第51-53页 |
| ·Praises and treatment of errors and their functions in EFL learning and teaching | 第53-54页 |
| ·Implications | 第54-59页 |
| ·Cultivating and increasing learners initiative through more speaking practice | 第54-55页 |
| ·Training learners to be efficient managers of their own learning through more two-way communication | 第55-57页 |
| ·Creating a relaxed and unthreatening environment for learners' foreign language learning | 第57-59页 |
| Chapter Six Limitations, Suggestions for the Future Research and Conclusion | 第59-62页 |
| ·Limitations | 第59页 |
| ·Suggestions for the Future Research | 第59-60页 |
| ·Conclusion | 第60-62页 |
| Bibliography | 第62-70页 |
| Appendix 1 Rules of Transcription | 第70-71页 |
| Appendix 2 英语课堂教师话语调查问卷 | 第71-74页 |
| Appendix 3 调查问卷的结果 | 第74-77页 |
