| Abstract(English) | 第5页 |
| Abstract(Chinese) | 第6-7页 |
| Acknowledgements | 第7-8页 |
| Table of contents | 第8-11页 |
| List of Abbreviation | 第11-12页 |
| Chapter One Introduction | 第12-14页 |
| 1.1 The importance of forms and techniques of teacher talk in student-centered class | 第12-13页 |
| 1.2 Factors of the failure of global foreign language learning | 第13-14页 |
| Chapter Two Literature Review | 第14-37页 |
| 2.1 Rationale for teacher talk | 第14-23页 |
| 2.1.1 Language teaching theory and teaching models | 第14-15页 |
| 2.1.2 Krashen's theory of comprehensible input | 第15-17页 |
| 2.1.3 Interaction of hypothesis | 第17-19页 |
| 2.1.4 Standards of high quality input | 第19-23页 |
| 2.1.4.1 Optimal input is comprehensible | 第19-20页 |
| 2.1.4.2 Optimal input is simplified | 第20-22页 |
| 2.1.4.3 Optimal input is attractive,interesting and/or relevant | 第22-23页 |
| 2.2 Teacher talk | 第23-32页 |
| 2.2.1 Definition of teacher talk | 第23-24页 |
| 2.2.2 Categories of teacher talk | 第24-30页 |
| 2.2.2.1 Classroom English | 第25页 |
| 2.2.2.2 Instruction English | 第25页 |
| 2.2.2.3 Teacher-student interaction | 第25-27页 |
| 2.2.2.4 Teacher feedback English | 第27-30页 |
| 2.2.3 Main findings in teacher talk | 第30-32页 |
| 2.3 Related concurs | 第32-35页 |
| 2.3.1 Caretaker talk,foreigner talk and inter language | 第33-34页 |
| 2.3.2 A comparison between teacher talk and the above related concepts | 第34-35页 |
| 2.4 Teacher talk and learner output | 第35-37页 |
| 2.4.1 Student' learning what they are taught | 第35-36页 |
| 2.4.2 The effect of learner output on teacher talk | 第36-37页 |
| Chapter Three Research Methodology and Discussions | 第37-45页 |
| 3.1 Research methodology of the present study | 第37页 |
| 3.2 The data description of the research | 第37-38页 |
| 3.2.1 Data collection | 第37页 |
| 3.2.2 Data analysis | 第37-38页 |
| 3.3 Problems concerned with students | 第38-39页 |
| 3.3.1 Focus on the results of examinations and ignorance of training of other learning abilities | 第38页 |
| 3.3.2 The preference of individual learning | 第38-39页 |
| 3.3.3 Strong uncertainty avoidance of Chinese peopl | 第39页 |
| 3.4 Problems concerned with teachers | 第39-40页 |
| 3.4.1 Focus on the results of examinations | 第39-40页 |
| 3.4.1.1 Too much attention to the teaching of grammar | 第40页 |
| 3.4.1.2 Too much use of mother tongue | 第40页 |
| 3.4.2 The need of the training of teaching | 第40页 |
| 3.5 Factors concerned with the students | 第40-41页 |
| 3.5.1 Students' beliefs | 第40-41页 |
| 3.5.2 Students' linguistic competence | 第41页 |
| 3.5.3 Size of classes | 第41页 |
| 3.6 Factors concerned with the teacher | 第41-43页 |
| 3.6.1 Attention unpaid to the influence of teacher talk on learner output | 第41-43页 |
| 3.6.1.1 Teachers' misconception on teacher talk | 第41-42页 |
| 3.6.1.2 Teachers' English proficiency | 第42页 |
| 3.6.1.3 Teachers' perception of the nature of language learning and the teaching methodology | 第42页 |
| 3.6.1.4 Teacher talking time | 第42-43页 |
| 3.6.2 The use of the type of teacher questions | 第43页 |
| 3.6.3 The teaching materials the teacher uses | 第43页 |
| 3.6.4 Teachers' personalities | 第43页 |
| 3.7 Factors in relation to social context | 第43-45页 |
| 3.7.1 Social values | 第43-44页 |
| 3.7.2 The educational policy | 第44页 |
| 3.7.3 The content of exams | 第44页 |
| 3.7.4 The assessment system | 第44-45页 |
| Chapter Four Implications and Suggestions for Junior English Teaching | 第45-49页 |
| 4.1 Using proper techniques to correct learner errors | 第45页 |
| 4.2 Choosing English or Chinese as teacher talk | 第45-46页 |
| 4.3 Decreasing teacher talking time and increasing student talking time | 第46-47页 |
| 4.4 Focusing on the quality of teacher talk | 第47-48页 |
| 4.5 Teachers'self-observation and mutual observation | 第48-49页 |
| Chapter Five Conclusion | 第49-51页 |
| Bibliography | 第51-53页 |
