| Abstract | 第1-4页 |
| 中文摘要 | 第4-6页 |
| Chapter 1 Introduction | 第6-9页 |
| ·Background of the study | 第6页 |
| ·Significance of the study | 第6-7页 |
| ·Purpose of the study | 第7页 |
| ·Overview of the study | 第7-9页 |
| Chapter 2 Literature Review | 第9-20页 |
| ·Socio-cultural theory and second and foreign language learning | 第9-13页 |
| ·Overview of a Vygotskyan understanding of SLA | 第9-12页 |
| ·Dialogic teaching | 第12页 |
| ·Teacher-student talk and language learning | 第12-13页 |
| ·IRE and IRF cycles | 第13-17页 |
| ·ELT in the Chinese English classroom | 第17-20页 |
| Chapter 3 Methodology | 第20-25页 |
| ·Participants | 第20-21页 |
| ·Data Analysis | 第21-25页 |
| Chapter 4 Findings and Discussion | 第25-40页 |
| ·Discourse style of middle school ELT | 第25-26页 |
| ·Typical examples of the use of teacher talk | 第26-40页 |
| Chapter 5 Conclusion | 第40-43页 |
| ·Summary of the research findings of the study | 第40-41页 |
| ·Implications for teacher education programs and pedagogical practices | 第41-42页 |
| ·Suggestions for further research | 第42-43页 |
| References | 第43-48页 |
| Acknowledgements | 第48-49页 |
| Appendix I | 第49页 |
