| Acknowledgements | 第1-4页 |
| Abstract | 第4-6页 |
| 摘要 | 第6-7页 |
| Note on Transcriptions | 第7-8页 |
| List of Figures and Tables | 第8-9页 |
| Table of Contents | 第9-11页 |
| Chapter One Introduction | 第11-15页 |
| ·Origin of the study | 第11-12页 |
| ·Aims and rationale of the study | 第12-13页 |
| ·Structure of the thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-33页 |
| ·Understanding mentoring | 第15-16页 |
| ·Understanding mentoring relationship | 第16-19页 |
| ·Situated apprentice mentoring relationship | 第16-17页 |
| ·Humanistic mentoring relationship | 第17-18页 |
| ·Critical constructivist mentoring relationship | 第18-19页 |
| ·Relationship construction in discourse | 第19-23页 |
| ·Background perspectives | 第19-20页 |
| ·Relationship construction in discourse | 第20-22页 |
| ·Mentoring relationship construction in mentoring discourse | 第22-23页 |
| ·Mentoring discourse analysis towards relationship study | 第23-29页 |
| ·Introduction to mentoring discourse analysis | 第23-24页 |
| ·The analytical framework | 第24-29页 |
| ·Pronouns | 第24-25页 |
| ·Modality | 第25-26页 |
| ·(In)directness of expressions | 第26-27页 |
| ·Politeness | 第27-29页 |
| ·Factors influencing the construction of mentoring relationship | 第29-33页 |
| ·The school context | 第29-30页 |
| ·Educational experiences | 第30-31页 |
| ·Teaching practice | 第31-33页 |
| Chapter Three Methodology | 第33-38页 |
| ·Methods | 第33页 |
| ·Research setting | 第33-34页 |
| ·Research subjects | 第34-35页 |
| ·Data collection | 第35-36页 |
| ·Data analysis | 第36-38页 |
| Chapter Four Results and Discussion | 第38-68页 |
| ·The discursive construction of mentoring relationships | 第38-54页 |
| ·The discursive construction of humanistic mentoring relationship | 第38-46页 |
| ·The inclusive "We":a climate of inclusionality | 第38-41页 |
| ·The median-low relational modality:sense of solidarity with student teachers | 第41-43页 |
| ·Indirect suggestions:the exchange of teaching ideas | 第43-45页 |
| ·The high degree of politeness:the expression of intimacy with student teachers | 第45-46页 |
| ·The discursive construction of situated apprentice mentoring relationship | 第46-54页 |
| ·The definite "You":a climate of exclusionality | 第47-49页 |
| ·The high-median relational modality:the expression of command to student teachers | 第49-50页 |
| ·Direct suggestions:the prescribing of teaching practice | 第50-53页 |
| ·The low degree of politeness:the connotation of the authority of supervision | 第53-54页 |
| ·Factors influencing mentors' construction of mentoring relationships | 第54-68页 |
| ·The school context | 第55-59页 |
| ·Educational experiences | 第59-64页 |
| ·Teaching practice | 第64-68页 |
| Chapter Five Conclusion | 第68-71页 |
| ·Research findings | 第68-69页 |
| ·Implications | 第69-70页 |
| ·Limitations | 第70-71页 |
| Bibliography | 第71-79页 |
| Appendices | 第79-104页 |
| Appendix Ⅰ:Transcriptions of lesson planning conversations | 第79-95页 |
| Appendix Ⅱ Transcriptions of interviews | 第95-101页 |
| Appendix Ⅲ:Small talk during the break | 第101页 |
| Appendix Ⅳ:Headmaster Zhang's talk in the welcome meeting | 第101-102页 |
| Appendix Ⅴ:Extracts from transcriptions of classroom teachings | 第102-103页 |
| Appendix Ⅵ:Samples of student teachers' reflective journals | 第103-104页 |
| 攻读学位期间发表的学术论文 | 第104-106页 |
