| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 中文摘要 | 第7-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 General description of this study | 第12-13页 |
| 1.2 Need for the study | 第13-14页 |
| 1.2.1 The requirement of the new curriculum | 第13页 |
| 1.2.2 The need of reality | 第13-14页 |
| 1.3 Significance of the study | 第14-15页 |
| 1.3.1 Theoretical significance | 第14页 |
| 1.3.2 Practical significance | 第14-15页 |
| 1.4 Layout of the study | 第15-16页 |
| Chapter Two Literature Review | 第16-26页 |
| 2.1 Key terms and basic concepts | 第16-18页 |
| 2.1.1 Classroom reticence | 第16-17页 |
| 2.1.2 Teacher's questioning | 第17页 |
| 2.1.3 Effective questioning | 第17-18页 |
| 2.2 Theoretical framework for the present study | 第18-20页 |
| 2.2.1 Input Hypothesis | 第18-19页 |
| 2.2.2 Interaction Hypothesis | 第19页 |
| 2.2.3 Discourse Analysis | 第19-20页 |
| 2.3 Review of previous studies on classroom reticence | 第20-22页 |
| 2.3.1 Review of previous studies on classroom reticence abroad | 第20-21页 |
| 2.3.2 Review of previous studies on classroom reticence at home | 第21-22页 |
| 2.4 Review of previous studies on teacher's questioning | 第22-24页 |
| 2.4.1 Review of previous studies on teacher's questioning abroad | 第22-23页 |
| 2.4.2 Review of previous studies on teacher's questioning at home | 第23-24页 |
| 2.5 Review of previous studies on teacher's questioning effect on classroom reticence | 第24-26页 |
| Chapter Three Methodology | 第26-31页 |
| 3.1 Research questions | 第26页 |
| 3.2 Research designs | 第26-31页 |
| 3.2.1 Quantitative research design | 第26-29页 |
| 3.2.1.1 Subjects | 第26-27页 |
| 3.2.1.2 Instruments | 第27-28页 |
| 3.2.1.3 Data collection and analysis | 第28-29页 |
| 3.2.2 Qualitative research design | 第29-31页 |
| 3.2.2.1 Subjects | 第29页 |
| 3.2.2.2 The instruments | 第29页 |
| 3.2.2.3 Data collection and analysis | 第29-31页 |
| Chapter Four Results and Discussion | 第31-51页 |
| 4.1 Teacher's actual questioning strategies | 第31-35页 |
| 4.2 Effects of teacher's actual questioning strategies on classroom reticence | 第35-43页 |
| 4.2.1 Teacher's questioning strategies at the second stage | 第35-38页 |
| 4.2.2 Situation of students' reticence | 第38-39页 |
| 4.2.2.1 Situation of students' reticence at the first stage | 第38页 |
| 4.2.2.2 Situation of students' reticence at the second stage | 第38-39页 |
| 4.2.3 Comparison the results between the first stage and the second stage | 第39-42页 |
| 4.2.3.1 Comparison of questioning strategies | 第39-42页 |
| 4.2.3.2 Comparison of situation of students' reticence | 第42页 |
| 4.2.4 Conclusion of this part | 第42-43页 |
| 4.3 Effective teacher's questioning strategies to reduce classroom reticence | 第43-51页 |
| Chapter Five Conclusion | 第51-55页 |
| 5.1 Major findings of the study | 第51页 |
| 5.2 Pedagogical implications | 第51-53页 |
| 5.2.1 Questions for students should be proper in number | 第52页 |
| 5.2.2 Questions at different levels should be asked | 第52页 |
| 5.2.3 More students should be given chances | 第52-53页 |
| 5.2.4 Timely feedback should be provided | 第53页 |
| 5.3 Limitations and suggestions for future research | 第53-55页 |
| References | 第55-59页 |
| Appendix Ⅰ学生参与课堂问答活动问卷调查A | 第59-60页 |
| Appendix Ⅱ学生参与课堂问答活动问卷调查B | 第60-61页 |
| Appendix Ⅲ 教师提问记录表 | 第61-62页 |
| Appendix Ⅳ Excerpt1:Teaching process of unit 1 reading | 第62-65页 |
| Appendix Ⅴ Excerpt 2:Teaching process of unit 2 welcome to the unit | 第65-68页 |
