| Acknowledgements | 第1-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第6-7页 |
| Contents | 第7-9页 |
| Chapter I Introduction | 第9-11页 |
| Chapter II Literature review | 第11-20页 |
| ·Speech-Act Theory by J. L. Austin and John Searle | 第11-12页 |
| ·Interaction hypothesis by Stephen Krashen, Merrill Swain and Michael Long | 第12-14页 |
| ·Stephen Krashen’s Input Hypothesis | 第12-13页 |
| ·Merrill Swain’s Output Hypothesis | 第13页 |
| ·Michael Long’s Negotiated Interaction Hypothesis | 第13-14页 |
| ·Classroom talk described by Sinclair and Coulthard | 第14-17页 |
| ·Research on teacher talk | 第17-20页 |
| ·Research on teacher talk input | 第17-18页 |
| ·Research on interactive features of teacher talk | 第18页 |
| ·Research on feedback in teacher talk | 第18-20页 |
| Chapter III Research design | 第20-29页 |
| ·Research questions | 第20页 |
| ·Subjects | 第20-21页 |
| ·Instruments | 第21页 |
| ·Data collection | 第21-22页 |
| ·Data analysis methodology | 第22页 |
| ·Research results | 第22-29页 |
| ·Discourse structures found in classrooms | 第22-26页 |
| ·Act features found in the teachers’initiation and feedback moves | 第26-29页 |
| Chapter IV Analysis and Discussion | 第29-40页 |
| ·Contrastive analysis of discourse structures, teachers’information input acts and feedback | 第29-36页 |
| ·Difference and similarity in classroom discourse structures | 第29-31页 |
| ·Features of the teachers’information input | 第31-33页 |
| ·Teachers’acts in terms of interactive functions | 第33-35页 |
| ·Teachers’feedback to students’responses | 第35-36页 |
| ·Discussion | 第36-40页 |
| ·Reflections on the discourse structures of the two cultures | 第36-37页 |
| ·Two types of information input | 第37-38页 |
| ·Interactions affected by elicitation questions, checks and nominations | 第38-39页 |
| ·Effective feedbacks | 第39-40页 |
| Chapter V Conclusion and Implications | 第40-42页 |
| ·Conclusion | 第40页 |
| ·Implications | 第40页 |
| ·Limitations | 第40-42页 |
| References | 第42-45页 |
| Appendices | 第45-55页 |
