| Acknowledgement | 第1-5页 |
| 中文摘要 | 第5-6页 |
| Abstract | 第6-10页 |
| Chapter One Introduction | 第10-14页 |
| ·Background of the Present Study | 第10页 |
| ·Significance of the Study | 第10-11页 |
| ·Structure of the Thesis | 第11-14页 |
| Chapter Two Theoretical Background | 第14-20页 |
| ·Applied Linguistic Basis | 第14-17页 |
| ·Krashen’s Input Hypothesis | 第14-15页 |
| ·Long’s Interaction Hypothesis | 第15-16页 |
| ·Swain’s Output Hypothesis | 第16-17页 |
| ·Psycholinguistic Basis | 第17-20页 |
| ·Piaget’s Theory on Child Language Learning | 第17-18页 |
| ·Other Related Psycholinguistic Theory | 第18-20页 |
| Chapter Three Literature Review | 第20-32页 |
| ·Conception of Teacher Talk and Related Terms | 第20-21页 |
| ·Caretaker Talk | 第20页 |
| ·Foreigner Talk | 第20页 |
| ·Teacher Talk | 第20-21页 |
| ·Classification of Teacher Talk | 第21-22页 |
| ·Features of Teacher Talk | 第22-29页 |
| ·Formal Features | 第23-25页 |
| ·Functional Features | 第25-29页 |
| ·Construction of Optimal Teacher Talk in Primary School English Class | 第29-32页 |
| ·Standards of Optimal Teacher Talk as Language Input | 第29-31页 |
| ·Standards of Optimal Teacher Talk as Teaching Medium | 第31-32页 |
| Chapter Four Research Design | 第32-36页 |
| ·Research Questions of the Study | 第32页 |
| ·The Subjects | 第32-33页 |
| ·Data Collection Procedures | 第33-36页 |
| ·Classroom Observation and Audio-recording | 第33页 |
| ·Questionnaire | 第33-36页 |
| Chapter Five Data Analysis and Discussion | 第36-48页 |
| ·Amount and Quality of Teacher Talk | 第36-40页 |
| ·Amount of Teacher Talk | 第36-38页 |
| ·Quality of Teacher Talk | 第38-40页 |
| ·Formulaic Sequences in Teacher Talk | 第40-41页 |
| ·Teachers’Question | 第41-43页 |
| ·Teachers’Linguistic and Interactional Modification | 第43-44页 |
| ·Teachers’Feedback | 第44-45页 |
| ·Teachers’Non-verbal Language | 第45-48页 |
| Chapter Six Conclusion and Suggestions | 第48-58页 |
| ·Major Findings | 第48-53页 |
| ·Pedagogical Implication | 第53-56页 |
| ·limitations and Suggestions for Further Study | 第56-58页 |
| Bibliography | 第58-62页 |
| Appendix 1 | 第62-63页 |
