| Acknowledgments | 第6-7页 |
| Abstract | 第7-8页 |
| 摘要 | 第9-14页 |
| Chapter 1 Introduction | 第14-17页 |
| 1.1 Research background | 第14-15页 |
| 1.2 The difference between "novice teachers" and "experienced teachers" | 第15页 |
| 1.3 Research questions | 第15-16页 |
| 1.4 Layout of the thesis | 第16-17页 |
| Chapter 2 Literature Review | 第17-27页 |
| 2.1 The definition of repair | 第17-18页 |
| 2.2 The classification of repair | 第18-20页 |
| 2.3 Repair sequences in ordinary conversation | 第20-22页 |
| 2.4 Repair sequences in (EFL) classroom conversation | 第22-26页 |
| 2.5 Summary | 第26-27页 |
| Chapter 3 Methodology | 第27-30页 |
| 3.1 Data collection, transcription and annotation | 第27-29页 |
| 3.2 Research method | 第29-30页 |
| Chapter 4 Types of trouble sources and repair in the data | 第30-48页 |
| 4.1 Classification of trouble sources | 第30-40页 |
| 4.1.1 Trouble sources in speaking | 第30-35页 |
| 4.1.2 Trouble sources in understanding | 第35-37页 |
| 4.1.3 Trouble sources in listening | 第37-40页 |
| 4.2 Repair types in the data | 第40-48页 |
| 4.2.1 Trouble repaired | 第40-46页 |
| 4.2.2 Trouble unrepaired (Zero repair) | 第46-48页 |
| Chapter 5 A contrastive study between NTs and ETs | 第48-63页 |
| 5.1 Results and discussion of trouble sources | 第48-52页 |
| 5.2 Results and discussion of repair types in the data | 第52-56页 |
| 5.3 Results and discussion of "the five repair types" | 第56-61页 |
| 5.4 Results and discussion of the distribution of initiation and repairing | 第61-63页 |
| Chapter 6 Conclusion and Implication | 第63-68页 |
| 6.1 Major findings | 第63-65页 |
| 6.2 Implications | 第65-66页 |
| 6.3 Limitations of the present study and suggestions for further research | 第66-68页 |
| References | 第68-73页 |
| Appendix Ⅰ Transcription symbols system | 第73-74页 |
| Appendix Ⅱ Samples of the transcriptions | 第74-105页 |
