| Introduction | 第9-12页 |
| Chapter One Significance of the Study of Teacher Talk in English Teaching and Learning | 第12-15页 |
| 1.1 The growth of interest in the language of the classroom | 第12页 |
| 1.2 The importance of forms and techniques of teacher talk in student-centered class | 第12-13页 |
| 1.3 Factors of the failure of global foreign language learning | 第13-15页 |
| Chapter Two Literature Review | 第15-40页 |
| 2.1 Rationale for teacher talk | 第15-26页 |
| 2.1.1 Language teaching theory and teaching models | 第15-19页 |
| 2.1.2 Krashen’s theory of comprehensible input | 第19-21页 |
| 2.1.3 Interaction Hypothesis | 第21-22页 |
| 2.1.4 Standards of high quality input | 第22-26页 |
| 2.2 Teacher talk | 第26-35页 |
| 2.2.1 Definition of teacher talk | 第26-28页 |
| 2.2.2 Categories of teacher talk | 第28-33页 |
| 2.2.3 Main findings in teacher talk | 第33-35页 |
| 2.3 Related concepts | 第35-38页 |
| 2.3.1 Caretaker talk, foreigner talk and interlanguage | 第35-36页 |
| 2.3.2 A comparison between teacher talk and the above related concepts | 第36-38页 |
| 2.4 Teacher talk and learner output | 第38-40页 |
| 2.4.1 Students’ learning what they are taught | 第38页 |
| 2.4.2 The effect of learner output on teacher talk | 第38-40页 |
| Chapter Three Present Problems of English Language Learning and Teaching in China | 第40-43页 |
| 3.1 Problems concerned with students | 第40-41页 |
| 3.1.1 Focus on the results of examinations and ignorance of training of other learning abilities | 第40页 |
| 3.1.2 The preference of individual learning | 第40-41页 |
| 3.1.3 Strong uncertainty avoidance of Chinese people | 第41页 |
| 3.2 Problems concerned with teachers | 第41-43页 |
| 3.2.1 Focus on the results of examinations | 第41页 |
| 3.2.2 Too much attention to the teaching of grammar | 第41-42页 |
| 3.2.3 Too much use of mother tongue | 第42页 |
| 3.2.4 The need of the training of teaching | 第42-43页 |
| Chapter Four Factors Affecting Teacher Talk | 第43-48页 |
| 4.1 Factors concerned with the students | 第43页 |
| 4.1.1 Students’ beliefs | 第43页 |
| 4.1.2 Students’ linguistic competence | 第43页 |
| 4.1.3 Size of classes | 第43页 |
| 4.2 Factors concerned with the teacher | 第43-46页 |
| 4.2.1 Attention unpaid to the influence of teacher talk on learner output | 第43-44页 |
| 4.2.2 Teachers’ misconception of teacher talk | 第44页 |
| 4.2.3 Teachers’ English proficiency | 第44页 |
| 4.2.4 Teachers’ perception of the nature of language learning and the teaching methodology | 第44-45页 |
| 4.2.5 Teacher talking time | 第45页 |
| 4.2.6 The use of the type of teacher questions | 第45页 |
| 4.2.7 The type of classes the teacher gives | 第45页 |
| 4.2.8 The teaching materials the teacher uses | 第45-46页 |
| 4.2.9 Teachers’ personalities | 第46页 |
| 4.3 Factors in relation to social context | 第46-48页 |
| 4.3.1 Social values | 第46页 |
| 4.3.2 The educational policy | 第46页 |
| 4.3.3 The content of exams | 第46-47页 |
| 4.3.4 The assessment system | 第47-48页 |
| Chapter Five Implications of the Research for College English Teaching | 第48-55页 |
| 5.1 Changing people’s beliefs | 第48页 |
| 5.2 Putting stress on the importance of teacher talk | 第48页 |
| 5.3 Improving teachers’ own English proficiency | 第48-49页 |
| 5.4 Providing teachers in-service training for further education | 第49页 |
| 5.5 Improving the assessment system | 第49页 |
| 5.6 Selecting teaching materials carefully | 第49-50页 |
| 5.7 Making input more effective | 第50-51页 |
| 5.8 Changing the teacher’s role in English class | 第51-52页 |
| 5.9 Improving questioning techniques | 第52页 |
| 5.10 Increasing “wait time” | 第52-53页 |
| 5.11 Using proper techniques to correct learner errors | 第53页 |
| 5.12 Choosing English or Chinese as teacher talk | 第53-54页 |
| 5.13 Decreasing teacher talking time and increasing student talking time | 第54页 |
| 5.14 Focusing on the quality of teacher talk | 第54页 |
| 5.15 Teachers’ self-observation and mutual observation | 第54-55页 |
| Conclusion | 第55-57页 |
| Bibliography | 第57-59页 |
| Abstract | 第59页 |
| 教师话语及其对学习者输出的影响(中文摘要) | 第63-65页 |
