文摘
英文文摘
Acknowledgements
Introduction
ChapterⅠ:GeneralConceptionAboutTeacher'sClassroomLanguage
1.1 General Conception About Teacher's Classroom Language
1.1.1 Definition of Teacher's Classroom Language
1.1.2 Classification of Teacher's Classroom Language
1.1.3 Function of Teacher's Classroom Language
1.1.4The Relationship Between Teacher's Classroom Language and Learners' Second Language Acquisition
1.2 The Teacher's Role in the Classroom
ChapterⅡ:ABriefReviewoftheStudiesonTeacher'sClassroomLanguageandItsInfluenceonStudent'sAchievementinSecondLanguageAcquisition
2.1 A Brief Review of the Studies on Teacher's Classroom Language
2.1.1 Researches on Teacher's Classroom Language Abroad
2.1.2 Researches on Teacher's Classroom Language in China.
2.1.3 Research Problem
ChapterⅢ:TheoreticHypothesisandtheInvestigation
3.1 Theoretical Basis of the Relevant Research
3.1.1 Learning Theory
3.1.2 Krashen's Input Hypothesis
3.1.3 Behaviorist Theories of Transfer
3.2 A Statistical Study
3.2.1 Design
3.2.2Subjects
3.2.3 Questionnaire
3.2.4 Procedure
3.2.5 Analyses and results
3.2.6 Limitations
ChapteⅣ:DiscussionandConclusion
4.1 An Analysis of Advantages of Using English as Teacher's Classroom Language
4.1.1 The Characteristic of the English Classroom Language in Middle Schools
4.1.2 The Significance of the Sufficient Input of the Target Language
4.1.3 The Making of Input
4.1.4 The Design of Classroom Language
4.2 An Analysis of Advantages of Using Chinese as Teacher's Classroom Language
4.2.1 Students' Established Mother Tongue System
4.2.2 The Necessity of Using Mother Tongue
4.2.3 The Positive Effect of Using Native Language
4.2.4 The Proper Design of Native Language as Classroom Language
4.3 Conclusion
Notes
References
Appendix
