| Acknowledgments | 第1-8页 |
| Abstract | 第8-10页 |
| 摘要 | 第10-11页 |
| Preface (Chinese Version) | 第11-15页 |
| List of Tables & Figures | 第15-16页 |
| Chapter 1 Introduction | 第16-18页 |
| ·Background of the study | 第16-17页 |
| ·Overview of the thesis | 第17-18页 |
| Chapter 2 Literature Review | 第18-33页 |
| ·Teacher thinking | 第18-22页 |
| ·Teachers' knowledge | 第19-20页 |
| ·Pedagogical content knowledge | 第20-22页 |
| ·Review of recent related studies | 第22-26页 |
| ·Studies on ESL/EFL teachers' knowledge | 第22-24页 |
| ·Studies on relationship between ESL/EFL teachers' knowledge and behaviors | 第24-25页 |
| ·Studies on exploring sources and influential factors of teachers' knowledge | 第25-26页 |
| ·Comments on studies on teachers' knowledge | 第26页 |
| ·Teacher-student conversational interaction and L2 acquisition | 第26-32页 |
| ·Theories regarding the role of interaction in L2 acquisition | 第27-29页 |
| ·Specific aspects of teacher-student (T-S) conversation interaction | 第29-32页 |
| ·Summary | 第32-33页 |
| Chapter 3 Research methodology | 第33-39页 |
| ·Introduction | 第33-34页 |
| ·Participants and setting | 第34-35页 |
| ·Research purpose and research questions | 第35页 |
| ·Data collection | 第35-37页 |
| ·Stimulated recall protocols | 第35-36页 |
| ·Interview | 第36-37页 |
| ·Classroom observation | 第37页 |
| ·Data analysis | 第37-38页 |
| ·Content analysis on stimulated recall protocols and interview data | 第37-38页 |
| ·Analysis of classroom interaction features | 第38页 |
| ·Trustworthiness | 第38-39页 |
| Chapter 4 Results and Discussion | 第39-77页 |
| ·Narrative: Four teachers' knowledge on T-S conversational interaction | 第39-67页 |
| ·Linda: I want to make my class like the entertainment program hosted by Wu Zongxian | 第39-49页 |
| ·Awareness of classroom interaction | 第39-46页 |
| ·Sources of knowledge behind teaching practice | 第46-49页 |
| ·Mary: The implicit is made explicit through theoretical learning | 第49-55页 |
| ·Awareness of classroom interaction | 第49-53页 |
| ·Sources of knowledge behind teaching practice | 第53-55页 |
| ·Bob: Most of time I just try to find out how to teach by myself | 第55-60页 |
| ·Awareness of classroom interaction | 第55-59页 |
| ·Sources of knowledge behind teaching practice | 第59-60页 |
| ·Sherry: Sometimes I even fall into puzzlement | 第60-67页 |
| ·Awareness of classroom interaction | 第61-65页 |
| ·Sources of knowledge behind teaching practice | 第65-67页 |
| ·Cross-case analysis and further discussion | 第67-77页 |
| ·General knowledge on classroom conversational interaction | 第67-71页 |
| ·Teaching practice comparison | 第71-75页 |
| ·Sources of knowledge | 第75-77页 |
| Chapter 5 Conclusion | 第77-81页 |
| ·Summary of major findings | 第77-78页 |
| ·Implications for EFL teacher education | 第78-79页 |
| ·Limitations and recommendations | 第79-81页 |
| References | 第81-85页 |
| Appendix Ⅰ Instuctions for stimulated recall | 第85-86页 |
| Appendix Ⅱ Questions for interviews | 第86-87页 |
| Appendix Ⅲ Sample transcripts of one lesson | 第87页 |
