| Acknowledgements | 第1-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-9页 |
| Contents | 第9-11页 |
| 1 Introduction | 第11-16页 |
| ·Research Background | 第11-12页 |
| ·Purposes of the Thesis | 第12-13页 |
| ·Significance of the Thesis | 第13-14页 |
| ·Organization of the Thesis | 第14-16页 |
| 2 Literature Review | 第16-27页 |
| ·Rationale for Teacher Talk | 第16-20页 |
| ·Input and SLA—Krashen's Comprehensible Input Hypothesis | 第16-17页 |
| ·Interaction and SLA—Long's Negotiated Interaction Hypothesis | 第17-18页 |
| ·Output and SLA—Swain's Output Hypothesis | 第18-20页 |
| ·Teacher Talk | 第20-27页 |
| ·The Definition and Classification of Teacher Talk | 第20-21页 |
| ·Formal Features of Teacher Talk | 第21-23页 |
| ·Functional Features of Teacher Talk | 第23-27页 |
| 3 Research Methodology | 第27-31页 |
| ·Research Questions | 第27页 |
| ·Subjects | 第27-29页 |
| ·instruments | 第29-30页 |
| ·Classroom observation and audio recording | 第29页 |
| ·Questionnaire | 第29-30页 |
| ·Procedure | 第30-31页 |
| 4 Data Collection and Analysis | 第31-37页 |
| ·The Amount of TT | 第31-32页 |
| ·The Frequency of Teachers' Questions | 第32-35页 |
| ·Influence of Teachers' Questions | 第32-34页 |
| ·Response of Students to Teachers' Questions | 第34-35页 |
| ·Different Types of Teacher Feedback | 第35-37页 |
| 5 Findings and Pedagogical Implications for EFL Teaching | 第37-44页 |
| ·Findings | 第37页 |
| ·Pedagogical Implications for EFL Teaching | 第37-44页 |
| ·Developing Effective Teacher Talk and Promoting Communication in EFL Classrooms | 第37-38页 |
| ·Raising Awareness of Questioning Strategies | 第38-41页 |
| ·Providing Effective Praise and Adopt Appropriate Correction Techniques | 第41-44页 |
| 6 Limitation and suggestions for further research | 第44-45页 |
| ·Limitations | 第44页 |
| ·Suggestions for Further Research | 第44-45页 |
| Bibliography | 第45-49页 |
| Appendix Ⅰ | 第49-53页 |
| Appendix Ⅱ | 第53-56页 |
