| Acknowledgements | 第1-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第8-10页 |
| Transcription Conventions | 第10-11页 |
| List of Tables | 第11-12页 |
| Chapter One Introduction | 第12-16页 |
| ·The Origin of the Study | 第12-13页 |
| ·The Aim for the Study | 第13-15页 |
| ·The Structure of the Thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-31页 |
| ·The Definition of Interaction | 第16-17页 |
| ·The Origin of Interaction----Symbolic Interaction | 第17-18页 |
| ·Discourse Approaches to Classroom Interaction | 第18-28页 |
| ·Three Descriptive Systems | 第19-22页 |
| ·Sinclair and Coulthard's IRF/IRE | 第22-23页 |
| ·The Communicative Approach to Classroom Interaction | 第23-24页 |
| ·Dynamic and Variable Approaches to Classroom Interaction | 第24-26页 |
| ·Ethnography of Thinking | 第26-27页 |
| ·A Conversation Analysis Perspective | 第27-28页 |
| ·Functional Grammar Perspective | 第28页 |
| ·Summary | 第28-31页 |
| Chapter Three Research Method and Data | 第31-48页 |
| ·Introduction | 第31-32页 |
| ·Discourse Analysis as the Basic Theory of Flanders Interaction Analysis System | 第32-34页 |
| ·Teaching and Flanders Interaction Analysis System | 第34-35页 |
| ·Observation Procedure | 第35-39页 |
| ·Introduction | 第35-36页 |
| ·An Example of Recording Data as Numbers | 第36-38页 |
| ·Analysis Aspects | 第38-39页 |
| ·Advantages of Flanders Interaction Analysis System | 第39-40页 |
| ·Data | 第40-48页 |
| ·The Research Setting | 第40-42页 |
| ·Research Instrument | 第42-44页 |
| ·Data Collection | 第44-46页 |
| ·The Background of the Data | 第44页 |
| ·The Procedure of the Lesson I Observed | 第44-45页 |
| ·The Procedure of Getting Cell Numbers | 第45-46页 |
| ·The Method of Data Analysis | 第46-48页 |
| Chapter Four Analyzing the Interaction in a High School English Class | 第48-75页 |
| ·The Proportion of Teacher Talk, Student Talk, and Silence or Confusion | 第48-52页 |
| ·Students Taking a Small Share of the Percentage of Talking Moves | 第50页 |
| ·Students Viewed as a Passive Medium | 第50-51页 |
| ·Poor Communicative Competence | 第51页 |
| ·Good Teachers Knowing Well the Amount of Time Spent Talking | 第51-52页 |
| ·Good Percentage of Teacher Talk Time | 第52页 |
| ·The Ratio Between Indirect Influence and Direct Influence | 第52-58页 |
| ·The Result of Analysis | 第52-54页 |
| ·The Possible Reasons | 第54-58页 |
| ·The Ratio Between Direct or Indirect Control and Motivation | 第58-62页 |
| ·The Result of Analysis | 第58-59页 |
| ·Motivation and Control | 第59-62页 |
| ·The Level of Extended Indirect Control | 第62页 |
| ·The Ratio Between Positive Reinforcement and Negative Reinforcement | 第62-66页 |
| ·Use of Reinforcement | 第63-65页 |
| ·The Option of Positive or Negative Reinforcements | 第65-66页 |
| ·Student Participation Ratio | 第66页 |
| ·The Usual Atmosphere of the Class | 第66-69页 |
| ·The Result of the Analysis | 第66-68页 |
| ·Classroom Atmosphere | 第68-69页 |
| ·Whether There Were any Trends in Transitions | 第69-72页 |
| ·The Result of the Analysis | 第69-70页 |
| ·Referential Questions and Display Questions | 第70-71页 |
| ·Questions Increasing Classroom Interactions | 第71-72页 |
| ·Constructive Integration Cells and Vicious Cells | 第72-73页 |
| ·Interaction Patterns | 第73页 |
| ·Summary | 第73-75页 |
| Chapter Five Discussion and Implications | 第75-83页 |
| ·The Findings of Teacher-centered Teaching | 第75-76页 |
| ·Student-centered Teaching | 第76-77页 |
| ·The Definition of Student-centered Teaching | 第76-77页 |
| ·Five Significant Features in Student-centered Teaching | 第77页 |
| ·The Significance of Interaction | 第77-81页 |
| ·Three Kinds of Teacher | 第81-83页 |
| Chapter Six Concluding Remarks | 第83-86页 |
| Bibliography | 第86-92页 |
| Appendix 1 The Procedure of Collecting the Data | 第92-97页 |
| Appendix 2 Transcript of an English Class | 第97-106页 |
| Appendix 3 The Procedures of the Lesson I Observed | 第106页 |
