| Abstract | 第4页 |
| 摘要 | 第5-9页 |
| Chapter One Introduction | 第9-13页 |
| 1.1 The Objective of the Present Research | 第9页 |
| 1.2 Theoretical Rationale | 第9-11页 |
| 1.3 The Significance of the Present Research | 第11页 |
| 1.4 Organization of the Dissertation | 第11-13页 |
| Chapter Two Literature review | 第13-25页 |
| 2.1 Definition of Classroom Interaction | 第13-14页 |
| 2.2 Cognitive Perspective of SLA theories and Interaction | 第14-16页 |
| 2.3 Sociocultural Perspective of SLA Theories and Interaction | 第16-21页 |
| 2.3.1 Internalization and Learning | 第17-18页 |
| 2.3.2 Mediation and Learning | 第18-19页 |
| 2.3.3 Zone of Proximal Development (ZPD) and Scaffolding | 第19-20页 |
| 2.3.4 The Sociocultural Perspective of Interaction | 第20-21页 |
| 2.4 Classroom Interaction and Learning Opportunities | 第21-23页 |
| 2.5 Studies on Teaching Strategies | 第23-25页 |
| Chapter Three The Analytical Framework | 第25-34页 |
| 3.1 Walsh’s Constructive and Obstructive Effect for Learning | 第25-27页 |
| 3.1.1 The Relationship between Interaction and Learning | 第25-26页 |
| 3.1.2 The Relationship between Interaction and Teaching | 第26-27页 |
| 3.1.3 Constructive Patterns in Classroom Interaction | 第27页 |
| 3.1.4 Obstructive Patterns in Classroom Interaction | 第27页 |
| 3.2 Teaching Strategies Identified in Walsh’s Scheme | 第27-34页 |
| 3.2.1 Direct Error Correction | 第27-28页 |
| 3.2.2 Content Feedback | 第28页 |
| 3.2.3 Checking for Confirmation | 第28-29页 |
| 3.2.4 Extended Wait-time | 第29页 |
| 3.2.5 Scaffolding | 第29-34页 |
| Chapter Four Research Methodology | 第34-45页 |
| 4.1 Objectives and Research questions | 第34-35页 |
| 4.2 Data Collection | 第35-39页 |
| 4.2.1 Research Settings and Participants | 第36-38页 |
| 4.2.2 Procedures of the Analysis | 第38-39页 |
| 4.3 Approaches to Classroom Discourse | 第39-42页 |
| 4.3.1 Recording and Transcribing Classroom Interaction | 第40页 |
| 4.3.2 Interaction Analysis Approaches | 第40页 |
| 4.3.3 Discourse Analysis Approaches | 第40-41页 |
| 4.3.4 Conversation Analysis Approaches | 第41-42页 |
| 4.4 Conversation Analysis (CA) | 第42-45页 |
| 4.4.1 Rationale for the Choice of Methodology | 第42-43页 |
| 4.4.2 Transcription Conventions | 第43-45页 |
| Chapter Five Data Analysis | 第45-71页 |
| 5.1 Constructive Teaching Strategies Employed in the Data | 第45-64页 |
| 5.1.1 Direct Error Correction | 第45-51页 |
| 5.1.2 Checking for Confirmation | 第51-55页 |
| 5.1.3 Extended Wait-time | 第55-61页 |
| 5.1.4 Scaffolding | 第61-64页 |
| 5.2 Obstructive Teaching Strategies Employed in the Data | 第64-71页 |
| 5.2.1 Teacher Echoing | 第64-69页 |
| 5.2.2 Lack of Wait-time | 第69-71页 |
| Chapter Six Results and Discussion | 第71-83页 |
| 6.1 Teaching Strategies Employed by Chinese Teachers | 第71页 |
| 6.2 Chinese Teachers’ Contingencies for Creating Learning Opportunities | 第71-78页 |
| 6.2.1 Activating Students’ Schemata | 第72-76页 |
| 6.2.2 Nomination | 第76页 |
| 6.2.3 Gestures and Facial Expressions | 第76-78页 |
| 6.3 Other Findings and Possible Reasons for Chinese Teachers’ Choices | 第78-82页 |
| 6.3.1 Different Levels of Interactional Competence | 第78-79页 |
| 6.3.2 I-R-F Pattern | 第79页 |
| 6.3.3 Other Findings | 第79-82页 |
| 6.4 Evidence of Teachers’“Fill in the Gaps”or“Gloss Over” | 第82-83页 |
| Chapter Seven Conclusion | 第83-88页 |
| 7.1 Research Findings | 第83-85页 |
| 7.2 Implications of Current Research | 第85-86页 |
| 7.3 Limitations of Current Research | 第86-88页 |
| Bibliography | 第88-94页 |
| Appendices | 第94-173页 |
| Appendix i Transcription Conventions | 第94-95页 |
| Appendix ii Note on T(Chang)’s Class | 第95-98页 |
| Appendix iii Transcript of T(Chang)’s Lesson | 第98-112页 |
| Appendix iv Transcript of T(Yu)’s Lesson | 第112-129页 |
| Appendix v Transcript of T(Che)’s Lesson | 第129-142页 |
| Appendix vi Transcipt of the T(Che) and Commentator’s Q&A | 第142-143页 |
| Appendix vii Transcript of T(Li)’s Lesson | 第143-156页 |
| Appendix viii Transcript of T(Li) and Commentator’s Q&A | 第156-158页 |
| Appendix ix Transcript of T(Meng)’s Lesson | 第158-171页 |
| Appendix x Transcript of T(Meng) and Commentator’s Q&A | 第171-173页 |
| Acknowledgement | 第173页 |
