| Acknowledgements | 第1-4页 |
| Abstract | 第4-6页 |
| 摘要 | 第6-10页 |
| 1. Introduction | 第10-14页 |
| ·Motivation of the present study | 第10-11页 |
| ·Purpose and significance of the present study | 第11-12页 |
| ·Layout of the thesis | 第12-14页 |
| 2. Theoretical Foundations | 第14-20页 |
| ·Classroom interaction and Second Language Acquisition | 第14-15页 |
| ·Input, output and SLA | 第15-19页 |
| ·The Input Hypothesis | 第15-17页 |
| ·The Interaction Hypothesis | 第17-18页 |
| ·The Output Hypothesis | 第18-19页 |
| ·Summary | 第19-20页 |
| 3. Literature Review | 第20-34页 |
| ·Definition of teacher talk | 第20-22页 |
| ·Classification of teacher talk | 第22-23页 |
| ·Features of teacher talk | 第23-33页 |
| ·Input features | 第24-28页 |
| ·Amount of teacher talk | 第25-26页 |
| ·Modifications in teacher talk | 第26-28页 |
| ·Interactional Features | 第28-33页 |
| ·Teachers’questions | 第28-30页 |
| ·Teachers’feedback | 第30-33页 |
| ·Summary | 第33-34页 |
| 4. Method | 第34-37页 |
| ·Research questions | 第34页 |
| ·Subjects | 第34-35页 |
| ·Data collection | 第35-37页 |
| 5. Findings and Discussion | 第37-74页 |
| ·Amount of teacher talk (Results of research question 1) | 第37-39页 |
| ·Vocabulary profile (Results of research question 2) | 第39-59页 |
| ·Total number of words used/all and per person | 第39-42页 |
| ·Words used within and beyond learners’level | 第42-45页 |
| ·Difficulty levels of vocabulary | 第45-55页 |
| ·Polysyllabic words | 第55-57页 |
| ·Comparison of T11’s two classes | 第57-59页 |
| ·Sentence complexity (Results of research question 3) | 第59-63页 |
| ·Mean length of utterance | 第59-61页 |
| ·Speech rate | 第61-63页 |
| ·Question forms (Results of research question 4) | 第63-66页 |
| ·Feedback to answers (Results of research question 5) | 第66-72页 |
| ·Types of feedback and their frequency | 第66-69页 |
| ·Types of error treatment and their frequency | 第69-72页 |
| ·Summary | 第72-74页 |
| 6. Implications and Conclusion | 第74-84页 |
| ·Implication | 第74-81页 |
| ·Raising awareness of teacher talk | 第74-75页 |
| ·Procuring development in teacher talk | 第75-76页 |
| ·Increasing referential questions | 第76-78页 |
| ·Using proper feedback techniques | 第78-79页 |
| ·Treating errors properly | 第79-80页 |
| ·Adjusting complexity of teacher talk according to learners’ proficiency | 第80-81页 |
| ·Conclusion | 第81-84页 |
| Bibliography | 第84-90页 |
| Appendixes | 第90-105页 |
| 攻读学位期间发表的论文 | 第105-107页 |
