| 摘要 | 第5-6页 |
| Abstract | 第6页 |
| 1 Chapter One Introduction | 第9-13页 |
| 1.1 Background of the Study | 第9-11页 |
| 1.2 The Significance of the Study | 第11-12页 |
| 1.3 Structure and Organization | 第12-13页 |
| 2 Chapter Two Literature Review | 第13-19页 |
| 2.1 Definition of Teacher Talk | 第13-14页 |
| 2.2 Studies on Teacher Talk | 第14-19页 |
| 2.2.1 Introduction | 第14-16页 |
| 2.2.2 Teacher's Questions | 第16-17页 |
| 2.2.3 Teacher's Feedback | 第17-19页 |
| 3 Chapter Three An Overview of Relevance Theory | 第19-25页 |
| 3.1. Key Notions and Principles of Relevance Theory | 第19-21页 |
| 3.2 Ostensive-Inferential Communication | 第21-23页 |
| 3.3 Cognitive Environment and Mutual Manifestness | 第23-25页 |
| 4 Chapter Four Observation and Analysis of Relevance-Based Account of Teacher Talk | 第25-41页 |
| 4.1 Corpus Selection and Research Approach | 第25-26页 |
| 4.1.1 Classroom Observation | 第25-26页 |
| 4.1.2 Audio-Visual Record | 第26页 |
| 4.1.3 Transcription | 第26页 |
| 4.2 Research questions | 第26页 |
| 4.3 Analysis of Relevance-Based Account of Teacher Talk | 第26-41页 |
| 4.3.1 The Nature of Teacher-Student Interaction in Junior High School Classes | 第27-34页 |
| 4.3.2 Elements that Influence Teacher-Student Interaction from the Perspective of Cognition | 第34-41页 |
| 5 Chapter Five Conclusion | 第41-44页 |
| 5.1 Research Findings | 第41页 |
| 5.2 Research Implications | 第41-42页 |
| 5.2.1 Improving Teacher's Questions | 第41-42页 |
| 5.2.2 Employing Appropriate Correction and Evaluation on Students' Responses | 第42页 |
| 5.3 Research Limitations | 第42-44页 |
| References | 第44-47页 |
| Acknowledgements | 第47-48页 |
