| 摘要 | 第1-5页 |
| Abstract | 第5-11页 |
| Introduction | 第11-14页 |
| Chapter One Problems in senior English classroom instruction | 第14-28页 |
| ·Silent class | 第14-17页 |
| ·Lack of student-student interaction | 第17-20页 |
| ·Low quality of teacher-student interaction | 第20-28页 |
| Chapter Two Interactive language teaching | 第28-43页 |
| ·Theoretical basis for interactive language teaching | 第28-37页 |
| ·Interactionism | 第29-32页 |
| ·Definitions of interaction | 第29-31页 |
| ·Social-cultural interactionism | 第31-32页 |
| ·Input-output hypothesis based on SLA | 第32-33页 |
| ·Constructivist theory | 第33-36页 |
| ·The application of constructivist theory | 第36-37页 |
| ·Principles of interactive teaching | 第37-43页 |
| ·Cognitive principles | 第37-39页 |
| ·Affective principles | 第39-41页 |
| ·Linguistic principles | 第41-43页 |
| Chapter Three Analyses of the problems in senior English instruction | 第43-68页 |
| ·The causes of silent classes | 第43-51页 |
| ·Teacher-centered class | 第43-44页 |
| ·Exercise-based class | 第44-47页 |
| ·Students’instrumental motivation | 第47-51页 |
| ·The causes of the inadequate student-student interaction | 第51-56页 |
| ·Exam-oriented education | 第51-53页 |
| ·Large-scale class instruction | 第53-56页 |
| ·The causes of the low quality of teacher-student interaction | 第56-68页 |
| ·Teacher-directed interaction | 第56-58页 |
| ·Form-focused IRE model | 第58-61页 |
| ·Insufficient student talk time | 第61-65页 |
| ·Shortage of TL input | 第65-68页 |
| Chapter Four Solutions to the problems by applying interactive teaching | 第68-103页 |
| ·Changing silent class into interactive class | 第68-75页 |
| ·Changes of teacher’s roles | 第68-71页 |
| ·Creation of a stress-free learning environment | 第71-73页 |
| ·Adoption of Task-based Language Teaching | 第73-75页 |
| ·Enhancement of student-student interaction | 第75-88页 |
| ·Construction of student-student interaction | 第76-77页 |
| ·Methods available in senior classroom instruction | 第77-88页 |
| ·Pairwork and groupwork | 第77-85页 |
| ·Peer-tutoring methods | 第85-86页 |
| ·Group-investigation model | 第86-88页 |
| ·Peer writing Conference | 第88页 |
| ·Improvements of teacher-student interaction | 第88-103页 |
| ·Emphasis on meaning-focused interaction | 第89-91页 |
| ·More student talk time | 第91-93页 |
| ·Teachers’questioning strategies | 第91-92页 |
| ·Students’ initiation of questions | 第92-93页 |
| ·Providing more TL comprehensible input | 第93-96页 |
| ·Teachers’ scaffolding instruction | 第96页 |
| ·Teacher development | 第96-101页 |
| ·Improvement of assessment system | 第101-103页 |
| Conclusion | 第103-106页 |
| Bibliography | 第106-110页 |
| Acknowledgements | 第110-111页 |
| Appendix | 第111-114页 |
| 在校期间科研成果 | 第114页 |
