| Acknowledgements | 第1-5页 |
| Abstract | 第5-8页 |
| 摘要 | 第8-13页 |
| Abbreviations | 第13-14页 |
| Introduction | 第14-23页 |
| Chapter One Theoretical Foundations for Dialogic Approaches to Learning and Teaching | 第23-46页 |
| ·Overview of Sociocultural Turn in SLA Research | 第24-26页 |
| ·Dialogic Nature of Human Consciousness, Communication and Language | 第26-36页 |
| ·Culturally mediated mind | 第26-28页 |
| ·Self and other: Intersubjectivity | 第28-29页 |
| ·Language as chained utterances | 第29-34页 |
| ·Multifunctionality of language | 第34-35页 |
| ·Summary | 第35-36页 |
| ·Historical and Contemporary Models of Dialogic Teaching and Learning | 第36-44页 |
| ·Socratic dialogue | 第37-39页 |
| ·Confucius’cultivation of “co-humanity” | 第39-40页 |
| ·Freire’s dialogic education | 第40-41页 |
| ·Collaborative learning models | 第41-43页 |
| ·Summary | 第43-44页 |
| ·Summary of Chapter One | 第44-46页 |
| Chapter Two Conceptualizing the Dialogic Approach to ESL/EFL Learning and Teaching | 第46-61页 |
| ·ESL/EFL Learning as Participation | 第46-48页 |
| ·Acquisition and participation metaphors | 第46-47页 |
| ·Learning in community | 第47-48页 |
| ·ESL/EFL Learning as Appropriation | 第48-52页 |
| ·Cultural Teaching in a Dialogic Classroom | 第52-59页 |
| ·Cultural basis of English as an international language | 第52-53页 |
| ·Consensual models of cultural teaching | 第53-54页 |
| ·Beyond the consensual models | 第54-56页 |
| ·Intercultural dialogue and the notion of “outsideness” | 第56-57页 |
| ·Teaching culture through dialogue | 第57-59页 |
| ·Summary of Chapter Two | 第59-61页 |
| Chapter Three Dialogic Teaching and Classroom Talk | 第61-82页 |
| ·Approaches to Analyzing Classroom Discourse in Relation to Learning Context | 第61-70页 |
| ·Structural and functional approach—The Birmingham model | 第62-64页 |
| ·Analyzing classroom talk as a social mode of thinking | 第64-66页 |
| ·Analyzing classroom talk as a way of creating social participant frameworks | 第66-68页 |
| ·Analyzing classroom talk in relation to pedagogical goals | 第68-70页 |
| ·Summary | 第70页 |
| ·Dialogic Teaching and its Classroom Discourse Features | 第70-80页 |
| ·Alexander’s dialogic teaching | 第71-74页 |
| ·Classroom discourse features of dialogic teaching in L2 classroom | 第74-80页 |
| ·Summary of Chapter Three | 第80-82页 |
| Chapter Four Research Design and Methodology | 第82-101页 |
| ·Overview of Classroom Discourse Analysis Methodologies | 第82-85页 |
| ·Research Context | 第85-86页 |
| ·Participants | 第86-87页 |
| ·Researcher Stance | 第87-88页 |
| ·Data Collection | 第88-95页 |
| ·Classroom discourse | 第89-91页 |
| ·Interview with the case instructor | 第91-92页 |
| ·Questionnaire to students | 第92-93页 |
| ·Examination of classroom artifacts: Teacher books, student notes and test pape | 第93-95页 |
| ·Triangulation | 第95页 |
| ·Methods of Data Analysis | 第95-101页 |
| Chapter Five Data Analysis and Discussion | 第101-127页 |
| ·Overview of the Recorded Lessons | 第101页 |
| ·Questions in the IR Classroom | 第101-110页 |
| ·Teacher questions | 第102-105页 |
| ·Student questions | 第105-106页 |
| ·Monologism in the EFL classroom | 第106-110页 |
| ·Dialogically-organized Instruction vs. Monologically-organized Instruction:Comparing Two Classroom Discourses | 第110-119页 |
| ·Impediments to Dialogic Teaching | 第119-123页 |
| ·Suggestions on Teacher Questioning Techniques to Open Up Classroom Talk | 第123-125页 |
| ·Summary | 第125-127页 |
| Conclusion | 第127-133页 |
| References | 第133-146页 |
| Appendices | 第146-151页 |
