| 摘要 | 第5-6页 |
| Abstract | 第6-7页 |
| 1 Introduction | 第10-12页 |
| 1.1 Research Background | 第10页 |
| 1.2 Purpose and Research Questions | 第10-11页 |
| 1.3 Research Significance | 第11-12页 |
| 2 Literature Review | 第12-21页 |
| 2.1 Theoretical Basis on Classroom Ecology | 第12-14页 |
| 2.1.1Ecological Niche Modeling | 第12页 |
| 2.1.2Ecological Theory | 第12-13页 |
| 2.1.3Education Ecology | 第13-14页 |
| 2.2 Notions of Classroom Ecology | 第14-19页 |
| 2.2.1 Connotation of Classroom Ecology | 第14-15页 |
| 2.2.2 Factors in Classroom Ecology | 第15-16页 |
| 2.2.3 Functions of Classroom Ecology | 第16-17页 |
| 2.2.4 Characteristics of Classroom Ecology | 第17-19页 |
| 2.3 Research on Classroom Ecology at Home | 第19-21页 |
| 3 A Survey on Present Ecological Spoken English Teaching | 第21-34页 |
| 3.1 Survey Purpose and Survey Questions | 第21页 |
| 3.2 Research Design and Procedures | 第21-23页 |
| 3.2.1 Research Subjects | 第21-22页 |
| 3.2.2 Research Measures | 第22页 |
| 3.2.3Research Procedures | 第22-23页 |
| 3.3 Data Analysis | 第23-33页 |
| 3.3.1 Questionnaire | 第23-29页 |
| 3.3.2 Analysis of the Interview | 第29-32页 |
| 3.3.3 Classroom Observation | 第32-33页 |
| 3.4 Summary | 第33-34页 |
| 4 Vague Language in Building Classroom Ecology | 第34-46页 |
| 4.1 Basic Notions on Vagueness | 第34页 |
| 4.2 Functions of Vague Language in Ecology Classroom Teaching | 第34-36页 |
| 4.2.1Unification of Openness and Interactivity | 第34-35页 |
| 4.2.2Filling the Gap of Vocabulary | 第35-36页 |
| 4.2.3Avoidance of Accurate Knowledge | 第36页 |
| 4.3 Necessity of Combing Vague Language and Classroom Ecology | 第36-38页 |
| 4.3.1 Requirement of Curriculum Standards | 第36-37页 |
| 4.3.2 Consistency of Interaction | 第37-38页 |
| 4.3.3 Adaption of Psychological World | 第38页 |
| 4.4 Application of Language Vagueness in Ecology Classroom | 第38-43页 |
| 4.4.1 The Ecology of Vagueness in Negotiation | 第38页 |
| 4.4.2 The Ecology of Vagueness in Pronunciation | 第38-40页 |
| 4.4.3 The Ecology of Vagueness in Expressions | 第40-41页 |
| 4.4.4 The Ecology of Vagueness in Grammatical Rules | 第41-42页 |
| 4.4.5 The Ecology of Vagueness in Assessment | 第42页 |
| 4.4.6 The Ecology of Vagueness in Rhetorical Strategy | 第42-43页 |
| 4.4.7 The Ecology of Vagueness in Role Change | 第43页 |
| 4.5 Validation of Vague Language Use in Classroom Ecology | 第43-44页 |
| 4.5.1 Pre-test | 第43-44页 |
| 4.5.2 Post-test | 第44页 |
| 4.6 Summary | 第44-46页 |
| 5 Advantages of Combination and Teaching Sample | 第46-57页 |
| 5.1 Benefit Students | 第46-47页 |
| 5.1.1 Improve Ability of Spoken Communication | 第46页 |
| 5.1.2 Draw Attention Focus | 第46页 |
| 5.1.3 Understand Background Knowledge | 第46-47页 |
| 5.1.4 Improve Learning Strategy | 第47页 |
| 5.2 Benefit Teachers | 第47-48页 |
| 5.2.1 Activate Classroom Atmosphere | 第47页 |
| 5.2.2 Avoid awkwardness | 第47-48页 |
| 5.2.3 Improve the Quality of Teaching | 第48页 |
| 5.3 A Teaching Sample | 第48-53页 |
| 5.3.1 Teaching Design | 第48-53页 |
| 5.3.2 Teaching Reflection | 第53页 |
| 5.4 Suggestions for Ecological Teaching Design | 第53-55页 |
| 5.4.1 The Change of Teaching Subject | 第53页 |
| 5.4.2 The Change of Teaching Aim and Activity | 第53-54页 |
| 5.4.3 The Change of Roles | 第54页 |
| 5.4.4 The Change of Learning Environment | 第54-55页 |
| 5.4.5 The Change of Teaching Orientation | 第55页 |
| 5.5 Summary | 第55-57页 |
| 6 Conclusion | 第57-59页 |
| References | 第59-62页 |
| Appendix A Questionnaire | 第62-63页 |
| Appendix B Form of Classroom Observation | 第63-64页 |
| Acknowledgements | 第64-65页 |
