| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 内容摘要 | 第9-10页 |
| Chapter One:Introduction | 第10-14页 |
| 1.Aims and Rationale for the study | 第10-12页 |
| 2.The Structure of the Thesis | 第12-14页 |
| Chapter Two:Literature Review | 第14-23页 |
| 1.Class and the Approach to Classroom Teaching | 第14-17页 |
| ·The conception of class and the Approach to Classroom Teaching | 第14-15页 |
| ·The development and features of the Approach to Classroom Teaching | 第15-16页 |
| ·Review of the Approach to Classroom Teaching | 第16-17页 |
| 2.The Task-based Learning | 第17-23页 |
| ·Definition of Task-based Learning | 第18-19页 |
| ·Features of Task-based Learning | 第19-20页 |
| ·Principles of Designing Tasks | 第20-23页 |
| Chapter Three Theoretical Frame Work of Present Study | 第23-31页 |
| 1.Introduction | 第23页 |
| 2.Theories about Learning Community | 第23-27页 |
| ·The Concept of Community in Social Theories | 第23-24页 |
| ·Communities of Practice and Social Theory of Learning | 第24-25页 |
| ·Learning Community | 第25-27页 |
| ·What is Learning Community? | 第25-26页 |
| ·Learning Community in educational settings | 第26-27页 |
| 3.Theories about Classroom Discourse Analysis | 第27-31页 |
| ·What is Classroom Discourse Analysis | 第27页 |
| ·Justifications for Classroom Discourse Analysis | 第27-28页 |
| ·A Brief Historical Overview of Classroom Discourse Analysis | 第28-29页 |
| ·The Sinclair and Coulthard model or Birmingham Model. | 第29-31页 |
| Chapter Four Methodology | 第31-34页 |
| 1.The Research Setting | 第31-32页 |
| 2.Data Collection | 第32-33页 |
| 3.Data Analysis | 第33-34页 |
| Chapter Five Results Ⅰ The Conventional Structure Of The Classroom Teaching:A Discourse Perspective | 第34-45页 |
| 1.Realization and Recognition of Acts | 第34-36页 |
| ·Situation | 第35-36页 |
| ·Tactics | 第36页 |
| 2.The Structure and Classes of Moves in Junior Middle School English Classroom Discourse | 第36-38页 |
| ·Framing and Focusing moves | 第37页 |
| ·Initiating,Responding and Follow-up Moves | 第37-38页 |
| 3.The Structure and Classes of Exchange in Junior Middle School English Classroom Discourse | 第38-42页 |
| ·The Structure of Exchange in Junior Middle School English Classroom Discourse | 第38-39页 |
| ·Types of Exchanges in Junior Middle School English Classroom Discourse | 第39-42页 |
| ·Teacher Elicitation | 第39页 |
| ·Teacher Information | 第39-40页 |
| ·Teacher Direction | 第40页 |
| ·Check | 第40-42页 |
| 4.The Structure of Transactions in Junior Middle School English Classroom Discourse | 第42页 |
| 5.The structure of lessons in Junior Middle School English Classroom Discourse | 第42-43页 |
| 6.Summary | 第43-45页 |
| Chapter Six Results Ⅱ Pedagogic Control & Learning in the Perspective Of Community | 第45-59页 |
| 1.Teachers' Control of the Classroom Communication | 第45-47页 |
| ·Teachers' Control of the Content of the Lesson | 第45-47页 |
| ·Teachers' Control of the Structure of the Lesson | 第47页 |
| 2.Teacher-student Interaction | 第47-49页 |
| ·Teachers' Control of the Patterns of Communication | 第47-48页 |
| ·Students' Discourse in Classroom Learning and Second Language Aacquisition | 第48-49页 |
| 3.Teacher's control as the construction and opportunity for students' learning | 第49-57页 |
| ·Rethinking the Teacher's Ccontrol in the Classroom Teaching | 第49-50页 |
| ·Teacher's Discourse and the Initiation Phase of the Class | 第50-57页 |
| ·Teacher's discourse as the construction and obstruction of students' learning | 第51-52页 |
| ·Teacher's discourse as the construction of students' learning | 第52-54页 |
| ·Teacher's discourse as the understanding of life | 第54-57页 |
| 4.Summary | 第57-59页 |
| Chapter Seven Conclusion | 第59-60页 |
| Bibliography | 第60-63页 |
| Appendix | 第63-86页 |
