| Chapter 1 Introduction | 第1-14页 |
| ·Introducing the topic | 第8-9页 |
| ·Rationale and justification | 第9-10页 |
| ·Significance of the study | 第10-13页 |
| ·Aims of the study | 第13-14页 |
| Chapter 2 Literature Review | 第14-38页 |
| ·Theoretical considerations | 第14-29页 |
| ·A brief introduction of social constructivism | 第14-17页 |
| ·Social constructivist view of teachers' beliefs about teaching | 第17-19页 |
| ·Social constructivist view of teachers' beliefs about teachers | 第19-21页 |
| ·Social constructivist view of teachers' beliefs about learners | 第21-24页 |
| ·Social constructivist view of teachers' beliefs about learning | 第24-25页 |
| ·A social constructivist model | 第25-26页 |
| ·Feuerstein's theory of mediation | 第26-29页 |
| ·Studies of teachers' questioning | 第29-34页 |
| ·Toward a synthesis: implications for teachers' questioning | 第34-38页 |
| Chapter 3 Problems in EFL Classroom Interaction and the Affecting Factors | 第38-48页 |
| ·Students' problems in classroom interaction | 第38-40页 |
| ·Lack of competence in communication | 第39页 |
| ·Lack of confidence to respond | 第39页 |
| ·Lack of interests for classroom discussion | 第39-40页 |
| ·Unwillingness to answer questions | 第40页 |
| ·The affecting factors for ineffective classroom interaction | 第40-48页 |
| ·Teacher-centered classroom instruction | 第40-42页 |
| ·Teachers' problematic questioning | 第42-48页 |
| Chapter 4 Implication and Application of Teachers' Questioning to Classroom Interaction | 第48-64页 |
| ·Classifications of questions | 第48-52页 |
| ·A Linguistic Approach | 第48-49页 |
| ·A Cognitive Approach | 第49-50页 |
| ·A Pedagogical Approach | 第50-52页 |
| ·Advantages of teachers' questioning | 第52-55页 |
| ·The relationship between teachers' questioning and classroom interaction | 第55-58页 |
| ·Examples to show the relationship between teachers' questioning and classroom interaction | 第56-57页 |
| ·Some comments | 第57-58页 |
| ·Suggested questioning strategies | 第58-64页 |
| ·Some dos | 第58-62页 |
| ·Some don'ts | 第62-64页 |
| Chapter 5 Conclusion | 第64-68页 |
| References | 第68-73页 |
| Acknowledgements | 第73-74页 |
