| Abstract | 第1-5页 |
| 摘要 | 第5-8页 |
| Chapter I Introduction | 第8-11页 |
| ·Background of the research | 第8-9页 |
| ·Significance of research | 第9-10页 |
| ·Structural organization | 第10-11页 |
| Chapter II Literature Review of Teacher Talk | 第11-25页 |
| ·Definition of teacher talk | 第11-16页 |
| ·Teachers’question | 第12-13页 |
| ·Teachers’feedback | 第13-16页 |
| ·Related theories | 第16-23页 |
| ·Input Hypothesis | 第16-18页 |
| ·Interaction Hypothesis | 第18-22页 |
| ·Output Hypothesis | 第22-23页 |
| ·Previous research in teacher talk | 第23-25页 |
| Chapter III An Overview of Relevance Theory | 第25-30页 |
| ·Key concepts in Relevance Theory | 第25-27页 |
| ·Ostensive-inferential communication | 第27-28页 |
| ·Cognitive environment and mutual manifestness | 第28-30页 |
| Chapter IV A Relevance-based Account of Teacher Talk | 第30-45页 |
| ·The nature of teacher-student interaction | 第30-36页 |
| ·Seeking optimal relevance between teacher and students | 第30-33页 |
| ·Ostensive-Inferential communication between teacher and students | 第33-36页 |
| ·Factors that affect successful teacher-student interaction from the cognitive perspective | 第36-45页 |
| ·Mutual manifestness of cognitive environments: the basis for teacher-student interaction. | 第36-41页 |
| ·Contextual effect, processing effort, relevance and successful teacher-student interaction | 第41-45页 |
| Chapter V Pedagogical Implications for Successful Teacher Talk | 第45-49页 |
| ·Improving teacher’s questions | 第45-48页 |
| ·Asking relevant questions | 第45-46页 |
| ·Asking ostensive questions | 第46页 |
| ·Asking questions that can help achieve mutual manifestness | 第46-47页 |
| ·Asking questions that can help students seek out optimal relevance | 第47-48页 |
| ·Making effective error correction | 第48-49页 |
| Chapter VI Conclusion | 第49-50页 |
| Bibliography | 第50-54页 |
| Acknowledgement | 第54页 |
