| Chinese Abstract | 第1-5页 |
| Abbreviations | 第5-6页 |
| English Abstract | 第6-8页 |
| Acknowledgements | 第8-9页 |
| Chapter One Introduction | 第9-12页 |
| 1．1 Background | 第9-10页 |
| 1．2 Justification and purposes of the present study | 第10-12页 |
| Chapter Two Beliefs in the teaching-learning process | 第12-23页 |
| 2．1 Teachers' beliefs | 第12-13页 |
| 2．2 Beliefs about learners | 第13-17页 |
| 2．3 Beliefs about learning | 第17-20页 |
| 2．4 Teachers' beliefs about themselves | 第20-23页 |
| Chapter Three Teachers'promoting learning | 第23-41页 |
| 3．1 The concept of mediation | 第23页 |
| 3．2 The concept of ZPD | 第23-24页 |
| 3．3 Feuerstein theory of mediation | 第24-26页 |
| 3．4 Key features of mediation | 第26-41页 |
| 3．4．1 The first three features | 第28-31页 |
| 3．4．2 Factors concerned with taking control of learning | 第31-37页 |
| 3．4．3 Factors concerned with fostering social development | 第37-41页 |
| Chapter Four The Present Study | 第41-49页 |
| 4．1 Application of mediation in language classrooms | 第41-43页 |
| 4．2 Investigating mediation in language classrooms | 第43-47页 |
| 4．2．1 Research questions | 第43-44页 |
| 4．2．2 Participants | 第44页 |
| 4．2．3 Procedures | 第44页 |
| 4．2．4 Data collection and analysis | 第44-45页 |
| 4．2．5 Results about teachers' views of teachers' mediation | 第45-46页 |
| 4．2．6 Results about teachers' use of teachers' mediation | 第46-47页 |
| 4．3 Discussion | 第47-49页 |
| Chapter Five Conclusions and Implications | 第49-53页 |
| 5．1 Conclusions of the study | 第49-50页 |
| 5．2 Implications for pedagogy | 第50-51页 |
| 5．3 Suggestions for further study | 第51-53页 |
| References | 第53-58页 |
| Appendix | 第58-61页 |
