| Abstract | 第1-6页 |
| 摘要 | 第6-9页 |
| List of Tables & Figures | 第9-10页 |
| List of Abbreviations | 第10-11页 |
| Table of Contents | 第11-15页 |
| Chapter One Introduction | 第15-26页 |
| ·Theoretical rationale | 第15-18页 |
| ·EFL teaching in the Chinese context and the problems | 第18-21页 |
| ·Necessity & purpose of the present research | 第21-24页 |
| ·Organization of the dissertation | 第24-26页 |
| Chapter Two Literature Review | 第26-92页 |
| ·Cognitive perspective of second language acquisition (SLA) theories and interaction | 第26-32页 |
| ·Theories in the interactionist model | 第28-29页 |
| ·Piaget’s theory of learning and development | 第29-30页 |
| ·Cognitive perspective of interaction | 第30-32页 |
| ·Sociocultural perspective of SLA theories and interaction | 第32-48页 |
| ·Sociocultural theory (SCT) and its implications for SLA | 第32-42页 |
| ·Internalization & learning and development | 第32-34页 |
| ·Mediation and learning | 第34-36页 |
| ·Zone of proximal development (ZPD) and scaffolding | 第36-38页 |
| ·Activity theory | 第38-40页 |
| ·Summary | 第40-42页 |
| ·Ecological learning theory: from input to affordance | 第42-44页 |
| ·Situatued learning theory: legitimate peripheral participation (LPP) | 第44-47页 |
| ·The sociocultural perspective of interaction | 第47-48页 |
| ·The role of instruction in SLA | 第48-60页 |
| ·Instruction and learning opportunities | 第49-54页 |
| ·Development of SL/FL classroom instruction | 第49-51页 |
| ·Learning opportunities and the cultivation of thinking and reasoning | 第51-54页 |
| ·Implicit and explicit linguistic knowledge and their measurement | 第54-60页 |
| ·Defining implicit and explicit linguistic knowledge | 第55-58页 |
| ·Measuring implicit and explicit linguistic knowledge | 第58-60页 |
| ·Studies of negotiation in SLA | 第60-90页 |
| ·Understanding negotiation in SLA | 第60-72页 |
| ·Negotiation of meaning (NOM) | 第62-67页 |
| ·Negotiation of form (NOF) | 第67-72页 |
| ·Studies of NOM and NOF from the cognitive perspective | 第72-82页 |
| ·Cognitive studies of NOM | 第72-76页 |
| ·Cognitive studies of NOF | 第76-81页 |
| ·Summary of NOM and NOF studies from the cognitive perspective | 第81-82页 |
| ·Studies of NOM and NOF from the sociocultural perspective | 第82-90页 |
| ·Sociocultural studies of NOM | 第82-86页 |
| ·Sociocultural studies of NOF | 第86-89页 |
| ·Summary of NOM and NOF studies from the sociocultural perspective | 第89-90页 |
| ·Summary | 第90-92页 |
| Chapter Three Theoretical Framework | 第92-133页 |
| ·The theoretical debate in SLA | 第92-99页 |
| ·The cognitive and sociocultural debate | 第92-96页 |
| ·Comparing the cognitive and sociocultural views of interaction | 第96-99页 |
| ·Constructing an integrated theoretical framework within the sociocultural school | 第99-104页 |
| ·Adopting the metaphor of participation over acquisition | 第99-102页 |
| ·An integrated sociocultural theoretical framework | 第102-104页 |
| ·Redefining negotiation from the integrated framework | 第104-116页 |
| ·Issues over teacher-learner NOM | 第105-108页 |
| ·Issues over teacher-learner NOF | 第108-111页 |
| ·Reconsidering teacher-learner vs. learner-learner negotiated interaction | 第111-113页 |
| ·Rethinking negotiation, NOM and NOF | 第113-116页 |
| ·Sociocultural discourse analysis (SDA) as the analytical tool | 第116-131页 |
| ·Rationale for adopting SDA | 第117-121页 |
| ·Constructing an SDA for teacher-learner negotiated interaction study | 第121-124页 |
| ·Designing analytical procedures | 第124-130页 |
| ·Distinguishing NOM and NOF on the linguistic dimension | 第124-128页 |
| ·Applying negotiation typology on the cognitive processing dimension | 第128-129页 |
| ·Determining negotiation patterns on the social processing dimension | 第129-130页 |
| ·A summarized analytical framework of teacher-learner negotiation as coding scheme | 第130-131页 |
| ·Summary | 第131-133页 |
| Chapter Four Research Design | 第133-149页 |
| ·Objectives and research questions | 第133-135页 |
| ·Research hypotheses | 第135-136页 |
| ·Research settings and participants | 第136-139页 |
| ·Data collection instruments | 第139-143页 |
| ·Classroom observation and recording | 第139-140页 |
| ·Learner questionnaire | 第140-141页 |
| ·Learner implicit and explicit linguistic knowledge test | 第141-142页 |
| ·Teacher interview protocol | 第142-143页 |
| ·The data collected for the present study | 第143-149页 |
| ·The corpus of classroom recording | 第143-145页 |
| ·The transcriber used in data transcription | 第144页 |
| ·Data transcription procedures | 第144-145页 |
| ·Learner questionnaire and test data | 第145-147页 |
| ·Teacher interview data | 第147-149页 |
| Chapter Five Data Analysis | 第149-182页 |
| ·Coding and analysis of transcription data | 第149-159页 |
| ·Overall coding result of transcription data | 第149-154页 |
| ·Comparing coding and analysis result across Year 1 & Year 2 | 第154-156页 |
| ·Comparing coding and analysis result across university A & B | 第156-159页 |
| ·Analysis of learner questionnaire | 第159-169页 |
| ·Overall questionnaire result | 第159-162页 |
| ·Comparing questionnaire results across TEM4 score groups | 第162-166页 |
| ·Comparing questionnaire results across university A & B | 第166-169页 |
| ·Analysis of learner linguistic knowledge test | 第169-179页 |
| ·Overall test result from university A & B | 第170-172页 |
| ·Learner implicit and explicit linguistic knowledge test result from university A | 第172-175页 |
| ·Learner implicit and explicit linguistic knowledge test result from university B | 第175-178页 |
| ·Summary of learner implicit and explicit linguistic test findings | 第178-179页 |
| ·Analysis of teacher interview | 第179-182页 |
| Chapter Six Results and Discussion on the Linguistic Dimension of NOM and NOF | 第182-204页 |
| ·Linguistic features of NOM | 第183-191页 |
| ·NOM initiated by communicative failure | 第183-188页 |
| ·NOM sustained for communicative success | 第188-191页 |
| ·Linguistic features of NOF | 第191-198页 |
| ·NOF on language use | 第192-195页 |
| ·NOF with explanations to explicit linguistic knowledge | 第195-198页 |
| ·NOM and NOF as participation in learning | 第198-201页 |
| ·Summary | 第201-204页 |
| Chapter Seven Results and Discussion on Cognitive & Social Processing Dimensions of NOM & NOF | 第204-227页 |
| ·Overall coding result of cognitive and social processing of NOM and NOF | 第205-207页 |
| ·The cognitive and social processing of NOM | 第207-215页 |
| ·Exploratory negotiation as co-construction of knowledge and cultivation of thinking | 第207-211页 |
| ·Learner agency as a determining factor to cognitive & social processing | 第211-215页 |
| ·Cognitive and social processing of NOF | 第215-221页 |
| ·The disputational processing of linguistic knowledge in the dominant/passive pattern | 第216-218页 |
| ·The neglected aspect of linguistic knowledge in teacher-learner interaction | 第218-221页 |
| ·The educational and pedagogical value of teacher-learner NOM & NOF | 第221-224页 |
| ·Summary | 第224-227页 |
| Chapter Eight Reflections on EFL Teaching and Classroom Interaction in Teacher Education Programs in China | 第227-255页 |
| ·The problems in EFL teaching in teacher education programs | 第227-236页 |
| ·The predominance of meaning over form | 第228-230页 |
| ·The neglect of explicit linguistic knowledge | 第230-233页 |
| ·Passive learner agency in logical thinking and reasoning | 第233-236页 |
| ·Reconceptualizing EFL teaching in teacher education programs | 第236-248页 |
| ·EFL teaching as skills training or as knowledge construction | 第237-240页 |
| ·Scientific concepts as the basis of education | 第240-244页 |
| ·Exploratory talk as means for promoting thinking | 第244-248页 |
| ·A proposed classroom interaction model | 第248-250页 |
| ·Summary | 第250-255页 |
| Chapter Nine Conclusion | 第255-263页 |
| ·Findings of the study | 第255-257页 |
| ·Significance of the research | 第257-261页 |
| ·Limitations of the study | 第261-262页 |
| ·Suggested areas for future research | 第262-263页 |
| References | 第263-279页 |
| Appendices | 第279-303页 |
| Acknowledgements | 第303-304页 |
| 在学期间公开发表论文及著作情况 | 第304页 |
