| Acknowledgements | 第1-5页 |
| Abstract in Chinese | 第5-6页 |
| Abstract in English | 第6-8页 |
| Chapter 1 Introduction | 第8-10页 |
| Chapter 2 Literature Review | 第10-24页 |
| ·Definition | 第10页 |
| ·Previous Research | 第10-12页 |
| ·Aspects of Classroom Discourse Analysis | 第12-14页 |
| ·IRF structure | 第12-13页 |
| ·Turn-taking | 第13页 |
| ·Questioning | 第13-14页 |
| ·Understanding Student-centered ELT | 第14-19页 |
| ·Definition of student-centered teaching | 第14-16页 |
| ·Theoretical bases for student-centered teaching | 第16-19页 |
| ·Justifying Learner Autonomy in English Learning | 第19-22页 |
| ·Development of psychology | 第20-21页 |
| ·Technology development and social demands | 第21页 |
| ·Demands of education | 第21-22页 |
| ·Demands of College English teaching in contemporary China | 第22页 |
| ·Communicative Language Teaching | 第22-24页 |
| Chapter 3 Research Design | 第24-27页 |
| ·Research Questions | 第24页 |
| ·Subjects | 第24-25页 |
| ·Instrument | 第25页 |
| ·Data Collection | 第25-26页 |
| ·Data Transcription | 第26-27页 |
| Chapter 4 Data Analysis and Discussion | 第27-36页 |
| ·Teacher Talk Far Exceeding Students Talk | 第27-29页 |
| ·IRF Structure Predominating Classroom Discourse Structure | 第29-31页 |
| ·Turn- taking Behaviors Characterized by Self-election and Nomination | 第31-33页 |
| ·Display Questions Overwhelming Referential Questions | 第33-36页 |
| Chapter 5 Implications and Conclusion of the Present Project | 第36-40页 |
| ·Implications of the Present Project | 第36-38页 |
| ·Minimizing teachers’amount of talk and encouraging student to talk more in class | 第36页 |
| ·Involving the students more in meaning negotiations | 第36页 |
| ·Cultivating the students’turn-taking skills | 第36-38页 |
| ·Asking more referential questions | 第38页 |
| ·Conclusion of the Present Project | 第38-39页 |
| ·Limitation of the Thesis | 第39-40页 |
| Bibliography | 第40-44页 |
| Appendix | 第44-53页 |
| 攻读硕士学位期间发表论文目录 | 第53-54页 |
