| Acknowledgments | 第1-8页 |
| English abstract | 第8-10页 |
| Chinese abstract | 第10-11页 |
| Chinese preface | 第11-23页 |
| Chapter 1 Theoretical background | 第23-34页 |
| 1．1 Humanistic perspectives | 第23-25页 |
| 1．1．1 Learner as the center | 第23-24页 |
| 1．1．2 Provide non-threatening learning environment | 第24-25页 |
| 1．1．3 Develop L2 learners as whole persons | 第25页 |
| 1．2 SLA perspectives: affect and L2 learning | 第25-29页 |
| 1．2．1 Learner affective variables | 第25-27页 |
| 1．2．2 Affect in some SLA models | 第27-28页 |
| 1．2．3 Affect as end as well as means | 第28-29页 |
| 1．3 Interactionalist Perspective | 第29-32页 |
| 1．3．1 Interaction in SLA: feedback in focus | 第29-31页 |
| 1．3．2 Social interaction theory: teacher feedback as mediation | 第31-32页 |
| 1．4 Constructive perspective of teacher development | 第32-33页 |
| 1．5 Summary | 第33-34页 |
| Chapter 2 A Selective literature review of empirical studies | 第34-43页 |
| 2．1 Studies on L2 affect | 第34-38页 |
| 2．1．1 Descriptive and correlational studies | 第34-36页 |
| 2．1．2 Componential and causal analysis of learner affective states | 第36-37页 |
| 2．1．3 Experimental study of positive affect enhancement | 第37-38页 |
| 2．2 Studies on L2 classroom teacher feedback | 第38-41页 |
| 2．2．1 Descriptive studies of teacher feedback | 第39-40页 |
| 2．2．2 Studying effect of teacher feedback on L2 acquisition | 第40页 |
| 2．2．3 Studying effect of teacher feedback on L2 affect | 第40-41页 |
| 2．3 Summary | 第41-43页 |
| Chapter 3 The present study: A Working model and design | 第43-51页 |
| 3．1 The nature and purpose of the study | 第43-44页 |
| 3．2 The working model for the research | 第44-47页 |
| 3．3 Action research designing | 第47-51页 |
| 3．3．1 Research questions | 第47-48页 |
| 3．3．2 Participants | 第48页 |
| 3．3．3 Instruments for data collection | 第48-51页 |
| Chapter 4 The research process: reflective actions | 第51-62页 |
| 4．1 Identifying problems and students' preference and needs | 第51-54页 |
| 4．1．1 Student initial perception about teacher feedback | 第51-54页 |
| 4．1．2 Teacher's initial perception about feedback | 第54页 |
| 4．1．3 Summary | 第54页 |
| 4．2 Adjusting feedback behaviors to enhance students positive affect | 第54-58页 |
| 4．2．1 Changes in students | 第55-57页 |
| 4．2．2 Teacher reflection at this stage | 第57-58页 |
| 4．2．3 Summary | 第58页 |
| 4．3 Further reflection and further adjustments | 第58-62页 |
| 4．3．1 Further reflection | 第58页 |
| 4．3．2 Further adjustments | 第58-60页 |
| 4．3．3 Further reflection again | 第60-61页 |
| 4．3．4 Summary | 第61-62页 |
| Chapter 5 Results and discussions | 第62-69页 |
| 5．1 Changes in students' affect | 第62-66页 |
| 5．1．1 Change in students' motivation, self-esteem and anxiety measured by questionnaire | 第62-63页 |
| 5．1．2 Students' affect enhancement revealed in diary analysis | 第63-65页 |
| 5．1．3 Some discussion | 第65-66页 |
| 5．2 Teacher's change in pedagogical thinking and feedback behaviors | 第66-68页 |
| 5．2．1 About students' affect | 第66页 |
| 5．2．2 About classroom feedback | 第66-67页 |
| 5．2．3 About reflective teaching and teacher professional development | 第67-68页 |
| 5．3 Conclusion | 第68-69页 |
| Chapter 6 Conclusions | 第69-73页 |
| 6．1 Major findings | 第69-70页 |
| 6．1．1 About teacher feedback | 第69页 |
| 6．1．2 About the relationship between teacher feedback and student affect | 第69-70页 |
| 6．1．3 About teacher reflective teaching | 第70页 |
| 6．2 Pedagogical implications | 第70-71页 |
| 6．3 Limitations of the present study and suggestions for the future research | 第71-73页 |
| Bibliography | 第73-79页 |
| Appendix Ⅰ Questionnaire on student affect | 第79-81页 |
| Appendix Ⅱ Questions for interview | 第81-82页 |
