| Acknowledgements | 第1-5页 |
| Abstract (English) | 第5-7页 |
| Abstract (Chinese) | 第7-11页 |
| A List of Tables | 第11-12页 |
| A List of Figures | 第12-13页 |
| CHAPTER 1 INTRODUCTION | 第13-28页 |
| ·Research Background | 第13-15页 |
| ·Teacher talk | 第15-22页 |
| ·Comprehensiblesness of Teacher's Talk | 第17页 |
| ·Interestingness and Relevance of Teacher's Talk | 第17-18页 |
| ·TTT and STT | 第18页 |
| ·Teacher's Question | 第18-19页 |
| ·Teacher's Feedback | 第19-22页 |
| ·Teacher's Correction | 第20-21页 |
| ·Teacher's Assessment | 第21-22页 |
| ·Student Talk | 第22页 |
| ·Students' Irrelevant Answer | 第22页 |
| ·Students' affect | 第22-23页 |
| ·Aims of the Present Study | 第23-24页 |
| ·Significance of the Present Study | 第24-26页 |
| ·Layout of the Paper | 第26-28页 |
| Chapter Two Theoretical Foundations for the Present Study and Review of Related Literature | 第28-39页 |
| ·Theories of Classroom Learning Based on Interaction | 第28-30页 |
| ·Reception-based Aspect | 第29-30页 |
| ·Production-based Aspect | 第30页 |
| ·Krashen's Comprehensible Input Hypothesis Model | 第30-32页 |
| ·Perspectives in EFL Classroom Teacher Talk Research | 第32-36页 |
| ·The input features of EFL classroom teacher talk | 第33-34页 |
| ·The correlation between error treatment and L2 linguistic Proficiency | 第34-36页 |
| ·Affective Filter Hypothesis | 第36-39页 |
| Chapter Three Research Methodology | 第39-47页 |
| ·Research Questions | 第39-40页 |
| ·Subjects | 第40-41页 |
| ·Lesson Type | 第41页 |
| ·Instrumentation | 第41-45页 |
| ·Sampling, direct observation and handwriting | 第43-44页 |
| ·Questionnaire | 第44-45页 |
| ·Data Collection and Analysis Procedures | 第45-47页 |
| Chapter Four Data Analyses and Findings | 第47-62页 |
| ·Results of Research Question 1 | 第47-48页 |
| ·Results of Research Question 2 | 第48-50页 |
| ·The frequency of display questions and referential questions | 第49-50页 |
| ·The distribution of teacher's questions | 第50页 |
| ·Results of Research Question 3 | 第50-53页 |
| ·Types of praises and their frequency | 第51-52页 |
| ·Treatment of errors | 第52-53页 |
| ·Results of Research Question 4 | 第53-62页 |
| ·Teachers' pronunciation will cause misunderstanding | 第53-55页 |
| ·Vocabulary cause misunderstanding | 第55-56页 |
| ·Context and misunderstand and irrelevant answer | 第56-62页 |
| ·Explanation | 第58-59页 |
| ·Function of Cooperation and Implication | 第59-62页 |
| Chapter Five Discussion and Implications | 第62-76页 |
| ·Discussions about the Research Results | 第62-71页 |
| ·The amount of teacher talk and its influence on learners' EFL acquisition | 第62-65页 |
| ·Display questions and referential questions and meaningful interaction | 第65-67页 |
| ·Praises and treatment of error and their functions in EFL learning and teaching | 第67-69页 |
| ·Teacher's factors | 第69-71页 |
| ·Implications | 第71-76页 |
| ·Cultivating and increasing learners initiative through more speaking practice | 第71-72页 |
| ·Training learners to be efficient managers of their own learning through more two-way communications | 第72-74页 |
| ·Creating a relaxed and unthreatening environment for learners' foreign language learning | 第74-76页 |
| Chapter Six Conclusion | 第76-80页 |
| ·Limitations | 第76页 |
| ·Suggestions for the Future Research | 第76-77页 |
| ·Conclusion | 第77-80页 |
| Appendix 1 英语课堂教师话语调查问卷 | 第80-83页 |
| Appendix 2 调查问卷的结果 | 第83-86页 |
| Bibliography | 第86-98页 |
