| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| chapter 1 Introduction | 第9-13页 |
| 1.1 Background of the research | 第9-10页 |
| 1.2 Significance of the research | 第10-11页 |
| 1.3 Structure of the thesis | 第11-13页 |
| chapter 2 Theoretical framework and literature review | 第13-32页 |
| 2.1 Teacher's explanatory talk: conception and related studies | 第13-19页 |
| 2.1.1 Teacher talk | 第13-15页 |
| 2.1.2 Teacher explanatory talk | 第15-16页 |
| 2.1.3 Teacher explanations in 12 classroom | 第16-17页 |
| 2.1.4 Empirical studies related to 12 teacher explanatory talk | 第17-19页 |
| 2.2 Relevance theory | 第19-27页 |
| 2.2.1 Introduction and some key concepts of rt | 第19-24页 |
| 2.2.2 Ostensive-inferential communication | 第24-25页 |
| 2.2.3 Processing procedure of comprehension | 第25-26页 |
| 2.2.4 Studies related to relevance-based analysis of teacher talk | 第26-27页 |
| 2.3 Discourse analysis and conversation analysis | 第27-32页 |
| 2.3.1 General introduction | 第27-28页 |
| 2.3.2 Key concepts and principles of conversation analysis | 第28-30页 |
| 2.3.3 Procedures of doing conversation analysis | 第30-32页 |
| Chapter 3 Research methodology | 第32-35页 |
| 3.1 Research questions | 第32-33页 |
| 3.2 Data source and research method | 第33页 |
| 3.3 Selection and transcription of class scenarios | 第33-34页 |
| 3.4 Approaches to data analysis | 第34-35页 |
| Chapter 4 Data analysis and discussion | 第35-52页 |
| 4.1 Activating existing contexts directly to build up relevance | 第35-39页 |
| 4.2 Activating existing contexts indirectly to build up relevance | 第39-44页 |
| 4.3 Creating new contexts to trigger ostensive inference | 第44-47页 |
| 4.4 Updating contextual assumptions through negotiation to achieve relevance | 第47-52页 |
| Chapter 5 Conclusions | 第52-55页 |
| 5.1 Major findings | 第52-53页 |
| 5.2 Pedagogic implications | 第53页 |
| 5.3 Limitations of the study and suggestions for future researches | 第53-55页 |
| References | 第55-60页 |
| Appendix one transcription conventions | 第60-61页 |
| Acknowledgements | 第61页 |
