| Abstract | 第3页 |
| 内容摘要 | 第4-5页 |
| Contents | 第5-7页 |
| ChapterⅠ Introduction | 第7-9页 |
| ChapterⅡ Literature Review: Classroom Discourse Analysis | 第9-18页 |
| 2.1 Definition | 第9-10页 |
| 2.2 Theories of classroom learning based on instruction as interaction | 第10-12页 |
| 2.3 Previous research in classroom discourse analysis | 第12-14页 |
| 2.4 Occurrences of Classroom discourse analysis | 第14-18页 |
| 2.4.1 IRF Structure | 第14-15页 |
| 2.4.2 Turn-taking | 第15-16页 |
| 2.4.3 Questioning | 第16-18页 |
| Chapter Ⅲ Research Design | 第18-21页 |
| 3.1 Research Questions | 第18页 |
| 3.2 Subjects | 第18-19页 |
| 3.3 Instrument | 第19页 |
| 3.4 Data Collection | 第19-21页 |
| Chapter Ⅳ Research Findings | 第21-29页 |
| 4.1 More complex structures than IRF | 第21-23页 |
| 4.2 Turn-taking behaviors characterized by self-selection and nomination | 第23-26页 |
| 4.3 Amount of teacher talk surpassing that of student talk in most cases | 第26-27页 |
| 4.4 Priority of referential questions over display ones | 第27-29页 |
| Chapter Ⅴ Data Analysis and Discussion | 第29-37页 |
| 5.1 Discourse structures and their implications | 第29-32页 |
| 5.2 Turn-taking behaviors of teachers and students and their implications | 第32-33页 |
| 5.3 The amount of teacher and student talk and its influence | 第33-35页 |
| 5.4 Question types and their effects on classroom interaction | 第35-37页 |
| ChapterⅥ Conclusion | 第37-39页 |
| Appendix | 第39-43页 |
| Bibliography | 第43-47页 |
| Acknowledgements | 第47页 |
