声明
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Theoretical Basis
2.1.1 Krashen’s Comprehensible Input and Affective Filter Hypothesis
2.1.2 Swain’s Comprehensible Output Hypothesis
2.1.3 Michael Long’s Interaction Theory
2.2 An Overview of Teachers’ Verbal Feedback
2.2.1 Definitions of Feedback and Teachers’ Verbal Feedback
2.2.2 Classifications of Teachers’ Verbal Feedback
2.2.3 Functions of Teachers’ Verbal Feedback
2.3 An Overview of Teacher-Student Interaction
2.3.1 Definitions of Classroom Interaction and Teacher-Student Interaction
2.3.2 Significance of Teacher-Student Interaction
2.3.3 Patterns of Teacher-Student Interaction
2.4 Domestic and Foreign Research on Teachers’ Verbal Feedback and Teacher-Student Interaction
2.4.1 Foreign Research
2.4.2 Domestic Research
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Classroom Observation and Recording
3.3.2 Discourse Analysis
3.4 Data Collection and Analysis
Chapter Four Results and Discussions
4.1 Types of Teachers’ Verbal Feedback in Senior High School English Classroom Teaching
4.1.1 The Types of Positive Feedback
4.1.2 The Types of Negative Feedback
4.2 Proportions of Different Types of Teachers’ Verbal Feedback
4.2.1 The Proportions of Positive Feedback and Negative Feedback
4.2.2 The Proportions of Each Type of Teachers’ Verbal Feedback
4.3 Influences of Teachers’ Verbal Feedback on Teacher-Student Interaction
4.3.1 Influences of Positive Feedback on Teacher-Student Interaction
4.3.2 Influences of Negative Feedback on Teacher-Student Interaction
Chapter Five Conclusion and Implication
5.1 Major Findings
(1) Senior high school English teachers pay more attention to the use of verbal feedback in class, and the types of verbal feedback are diverse
(2) Senior high school English teachers have a preference for verbal feedback
(3) Different types of teachers’ verbal feedback have different effects onclassroom teacher-student interaction
5.2 Pedagogical Implication
(1) Various types of positive feedback should be used in classroom teaching
(2) Implicit negative feedback should be used when correcting students’mistakes
(3) The use of teachers’ verbal feedback should be proper and flexible
5.3 Limitations and Suggestions for Further Study
参考文献
Appendix
致谢
