| Abstract | 第1-6页 |
| 中文摘要 | 第6-10页 |
| Introduction | 第10-12页 |
| Chapter One The Introduction of Communication in Second Language Classroom | 第12-20页 |
| ·The Theoretical Background of Communication in SLC | 第12-15页 |
| ·Linguistic Background | 第12-13页 |
| ·Teaching Background | 第13-14页 |
| ·Psychological Background | 第14页 |
| ·Pragmatic Background | 第14-15页 |
| ·A Framework for Understanding Communication in SLC | 第15-18页 |
| ·Classroom Communicative Competence | 第18-20页 |
| Chapter Two Teachers' Control of the Patterns of Classroom Communication | 第20-55页 |
| ·Teachers' Talk during Classroom Lessons | 第20-47页 |
| ·The Notion of Teachers' Talk | 第20页 |
| ·Investigating Teacher's Talk in Intensive English Classroom | 第20-24页 |
| ·Design of Research Questions and Hypotheses | 第20-21页 |
| ·Way of Sampling and Subjects | 第21页 |
| ·Instruments | 第21-23页 |
| ·Procedures of Data Collection and Analysis | 第23-24页 |
| ·Findings and Discussions | 第24-44页 |
| ·Teacher Talking Time | 第24-26页 |
| ·Teachers' Questions | 第26-33页 |
| ·Teacher's Feedback | 第33-44页 |
| ·Implications for EFL Teaching | 第44-47页 |
| ·Teachers' Frames of References | 第47-53页 |
| ·Teachers' Professional Knowledge | 第47页 |
| ·Teachers' Theoretical Beliefs about Learning and Teaching | 第47-53页 |
| ·Beliefs about Foreign Language Learning | 第48-50页 |
| ·Beliefs about Their Students' Learning Style | 第50-51页 |
| ·Beliefs about the Roles of EFL Teachers in the Classroom | 第51-53页 |
| ·Creating a Classroom Atmosphere Conducive to Learning | 第53-55页 |
| Chapter Three The Main Factors of Influencing Classroom Communication in Terms of Students | 第55-62页 |
| ·Students' Perceptions of Classroom Events | 第55-57页 |
| ·Students'Affective Factors | 第57-61页 |
| ·Learners' Anxiety | 第57-58页 |
| ·The Definition of Anxiety | 第57-58页 |
| ·The Anxiety in Language Learning | 第58页 |
| ·Learners' Motivation | 第58-59页 |
| ·Learners' Attitudes towards Foreign Language Learning | 第59-61页 |
| ·The Active Role of Learners in SLA | 第61-62页 |
| Chapter Four Environmental Factors in Classroom Communication | 第62-77页 |
| ·The Classroom as a Communicative Context | 第63-64页 |
| ·Environmental Factors in Classroom Communication | 第64-74页 |
| ·The Role of Context in Comprehension and Learning | 第64-70页 |
| ·The Role of Background Knowledge in Understanding and Interpreting Texts | 第66-68页 |
| ·Schema Theory: Using Background Knowledge to Enhance the Language Comprehension Process | 第68-69页 |
| ·The Teaching of Culture | 第69-70页 |
| ·Affective Factors on SLA | 第70-74页 |
| ·Affective and Affective Factors | 第70-71页 |
| ·Affective Strategies | 第71-73页 |
| ·Reducing Classroom Anxiety | 第73-74页 |
| ·Creating a Positive Classroom Climate | 第74-77页 |
| Chapter Five Promoting Communication in Second Language Classroom | 第77-92页 |
| ·Expanding the Patterns of Classroom Communication | 第77-82页 |
| ·Allowing for Variability in the Patterns of Classroom Communication | 第78-79页 |
| ·Extending the Patterns of Classroom Communication | 第79-82页 |
| ·Classroom Communicative Competence | 第82-88页 |
| ·Defining Classroom Communicative Competence | 第83-84页 |
| ·Establishing Classroom Communicative Competence | 第84-86页 |
| ·Extending Classroom Communicative Competence | 第86-87页 |
| ·Importance of Classroom Communicative Competence | 第87-88页 |
| ·On Developing Communicative Competence for Intensive Reading | 第88-92页 |
| ·Design Some Questions that Lead Students into the Core Material of a Lesson | 第88-89页 |
| ·Ask Students to Anticipate the Content of the Text | 第89页 |
| ·Work on Text by Means of Text Analysis | 第89-90页 |
| ·Create a Friendly Learning Environment | 第90-92页 |
| Conclusion | 第92-94页 |
| Acknowledgements | 第94-95页 |
| Bibliography | 第95-100页 |
| Appendix1 | 第100-102页 |
| Appendix2 | 第102-105页 |
