| ACKNOWLEDGEMENT | 第4-5页 |
| 摘要 | 第5-7页 |
| ABSTRACT | 第7-8页 |
| CHAPTER 1 INTRODUCTION | 第11-15页 |
| 1.1 RESEARCH BACKGROUND | 第11-13页 |
| 1.2 PURPOSE AND SIGNIFICANCE OF THE STUDY | 第13-15页 |
| CHAPTER 2 DISCOURSE AS SOCIAL INTERACTION AND POWER RELATION | 第15-24页 |
| 2.1 DISCOURSE | 第15-17页 |
| 2.1.1 Definition of discourse | 第15-16页 |
| 2.1.2 Discourse as an index of social identities | 第16-17页 |
| 2.2 THEORIES OF POWER RELATION | 第17-20页 |
| 2.2.1 Concepts of power relation | 第17-19页 |
| 2.2.2 Power and solidarity | 第19-20页 |
| 2.3 DISCOURSE AND POWER | 第20-24页 |
| 2.3.1 General concepts | 第20-21页 |
| 2.3.2 Power in institutional discourse | 第21-24页 |
| CHAPTER 3 TEACHER TALK AND RESEARCH PERSPECTIVES | 第24-33页 |
| 3.1 DEFINITION OF TEACHER TALK | 第24-25页 |
| 3.2 ENGLISH TEACHER TALK IN EFL CLASSROOM | 第25-27页 |
| 3.3 RESEARCH PERSPECTIVES | 第27-33页 |
| 3.3.1 Teacher talking time and student talking time | 第27-28页 |
| 3.3.2 Turn-taking in classroom discourse | 第28-30页 |
| 3.3.3 Questions in classroom discourse | 第30-31页 |
| 3.3.4 Repair in classroom discourse | 第31-33页 |
| CHAPTER 4 DATA COLLECTION AND DATA ANALYSES | 第33-53页 |
| 4.1 TEACHER TALKING TIME AND STUDENT TALKING TIME | 第33-36页 |
| 4.2 TURN-TAKING PATTERNS IN COLLEGE ENGLISH CLASSROOM | 第36-42页 |
| 4.2.1 Turn length | 第36-37页 |
| 4.2.2 Initiation | 第37-39页 |
| 4.2.3 Interruption | 第39-40页 |
| 4.2.4 Turn allocation | 第40-41页 |
| 4.2.5 Summary | 第41-42页 |
| 4.3 TEACHER’S QUESTIONS | 第42-45页 |
| 4.3.1 Common forms of question | 第43-44页 |
| 4.3.2 Display question and referential question | 第44-45页 |
| 4.4 REPAIRS IN COLLEGE ENGLISH CLASSROOM | 第45-50页 |
| 4.4.1 Student-initiated student-self-repair | 第46页 |
| 4.4.2 Teacher-initiated student-self-repair | 第46-47页 |
| 4.4.3 Student-initiated teacher-repair | 第47页 |
| 4.4.4 Teacher-initiated teacher-repair | 第47-50页 |
| 4.5 OTHER ITEMS IN QUESTIONNAIRES | 第50-51页 |
| 4.6 SUMMARY | 第51-53页 |
| CHAPTER 5 REASONS FOR THE PROFUSION OF TEACHER POWER | 第53-61页 |
| 5.1 COMMON BACKGROUND | 第53-57页 |
| 5.1.1 Economic and social factors | 第53-55页 |
| 5.1.2 Historical and cultural factors | 第55-56页 |
| 5.1.3 Practical Factors | 第56-57页 |
| 5.2 PARTICULARITIES OF COLLEGE ENGLISH | 第57-61页 |
| 5.2.1 Too much dependence on English teacher’s input and textbook | 第57-58页 |
| 5.2.2 Operational problems | 第58-61页 |
| CHAPTER 6 CONSTRUCTION OF APPROPRIATE POWER OF TEACHER TALK | 第61-70页 |
| 6.1 CONSEQUENCES OF TEACHER VERBAL HEGEMONY IN EFL CLASSROOM | 第61-63页 |
| 6.1.1 Resulting in students’passiveness in language learning | 第61-62页 |
| 6.1.2 Broadening the emotional gap between teachers and students | 第62-63页 |
| 6.2 THE NECESSITY OF TEACHER POWER | 第63-65页 |
| 6.3 CONSTRUCTION OF APPROPRIATE TEACHER VERBAL POWER | 第65-70页 |
| 6.3.1 Establishing equal and democratic learning environment | 第65-66页 |
| 6.3.2 Setting up harmonious relation between teachers and students | 第66-67页 |
| 6.3.3 Improving teacher’s competence | 第67-70页 |
| CHAPTER 7 CONCLUSION | 第70-72页 |
| BIBLIOGRAPHY | 第72-75页 |
| APPENDIX | 第75-76页 |
| 个人简历 | 第76-77页 |
