| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Chapter One Introduction | 第9-11页 |
| ·Background of the Study | 第9页 |
| ·Purpose and Significance of the Study | 第9-10页 |
| ·Organization of the Thesis | 第10-11页 |
| Chapter Two Literature Review | 第11-20页 |
| ·Students' Participation | 第11-12页 |
| ·Studies on Students' Participation Abroad | 第12-16页 |
| ·Studies on the Phenomenon of Students' Disengagement | 第12-13页 |
| ·Studies on the Relationships between Students' Participation and Students' Achievements | 第13-14页 |
| ·Studies on Factors Affecting Students' Participation | 第14-15页 |
| ·Studies on Strategies for Improving Students' Degree of Participation | 第15-16页 |
| ·Studies on Students' Participation at Home | 第16-19页 |
| ·Students' Participation in the View of Classroom-Teaching Sociology | 第16-17页 |
| ·Students' Participation in the View of Teaching Methodology | 第17-18页 |
| ·Students' Participation in the View of Psychology | 第18-19页 |
| ·Research Questions | 第19-20页 |
| Chapter Three Research Design | 第20-23页 |
| ·Subjects | 第20页 |
| ·Instruments | 第20-21页 |
| ·Classroom Observation | 第20页 |
| ·Interview | 第20-21页 |
| ·Questionnaire | 第21页 |
| ·Procedures | 第21-23页 |
| Chapter Four Data Analysis and Results | 第23-45页 |
| ·Existence of the Phenomenon of Polarization of Middle School Students' Participation in Answering Questions in English Classroom | 第23-24页 |
| ·Internal Factors Affecting the Phenomenon of Polarization | 第24-32页 |
| ·Students' Different Degree of Anxiety | 第25-28页 |
| ·Students' Self-image | 第28-29页 |
| ·Students' Different Language Ability | 第29-30页 |
| ·Students' Self-identity | 第30-31页 |
| ·Other Internal Factors | 第31-32页 |
| ·Teacher's Factors | 第32-37页 |
| ·Teacher's Questions | 第32-34页 |
| ·Teacher's Patience:Wait-time | 第34-35页 |
| ·Teacher's Feedback | 第35-36页 |
| ·Teacher's Affective Tendency | 第36-37页 |
| ·Other Teacher Factors | 第37页 |
| ·Social Cultural Factors | 第37-38页 |
| ·Strategies for Eliminating the Phenomenon of Polarization of Students'Participation inAnswering Classroom Questions | 第38-45页 |
| ·Promoting Silent Students' Degree of Participation in Answering Classroom Questions | 第38-43页 |
| ·Lowering Silent Students' Degree of Anxiety | 第38-39页 |
| ·Promoting Students' Self-image | 第39-40页 |
| ·Taking Students' Affects into Account:Affective Filter Hypothesis | 第40-41页 |
| ·Designing Questions Based on Students' Different Language Ability | 第41-42页 |
| ·Prolonging Wait-time for the Silent Students | 第42页 |
| ·Giving Silent Students More Encouragement | 第42-43页 |
| ·Providing Every Student Equal Opportunities to Answer Questions in English Classroom | 第43-45页 |
| Chapter Five Conclusion | 第45-48页 |
| ·Reflections on the Major Findings | 第45-47页 |
| ·Pedagogical Implications | 第47页 |
| ·Limitations and Suggestions for Future Research | 第47-48页 |
| Bibliography | 第48-52页 |
| Appendix Ⅰ | 第52-54页 |
| Appendix Ⅱ | 第54-56页 |
| Appendix Ⅲ | 第56-57页 |
| Appendix Ⅳ | 第57-58页 |
| Acknowledgements | 第58页 |
