文摘
英文文摘
论文说明:List of Tables、List of Figures
声明
Acknowledgements
Chapter One Introduction
1.1 Research Background
1.2 Research Value of This Study
1.3 Organization of the Work
Chapter Two Literature Review
2.1 Teacher Talk and Its General Characteristics
2.2 Classroom Discourse and Role of Teacher Questioning
2.2.1 Classroom Discourse
2.2.2 Teacher Questioning and Its Roles
2.3 An Overview of Previous Studies
2.3.1 The IRE and the IRF
2.3.2 Study of Teacher Questioning
2.3.3 Study of Teacher Feedback
2.4 Study of Teacher Talk in China
2.5 Effective Teaching
2.5.1 Effective Teacher
2.5.2 Effective Teacher Questioning and Feedback
Chapter Three Theoretical Foundations
3.1 Second Language Acquisition Theory
3.1.1 Input Hypothesis
3.1.2 Interaction Hypothesis
3.1.3 Output Hypothesis
3.2 Vygotsky’s Cultural-Historical Theory
3.2.1 Zone of Proximal Development(ZPD)
3.2.2 Scaffolding
3.3 Constructivism and Social Constructivism
3.4 Albert Bandura’s Social Cognitive Learning Theory
3.5 Summary
Chapter Four The Present Research
4.1 Research Questions
4.2 Methodology
4.2.1 Objects of Study
4.2.2 Corpus Building and Tools
4.2.3 Rules for Mark-up
4.2.4 Methods and Procedures
4.2.5 Questionnaire
4.3 Pilot Study
4.4 Procedures to Mark up Question-and-Feedback Sequence
Chapter Five Data Presentation and Discussion
5.1 Results of Research Question One
5.1.1 Quantity of Teacher Talk and Turns of Speaking
5.1.2 Wait time
5.1.3 Teacher Questioning and Its distribution at Three Levels
5.1.4 Teacher Feedback
5.1.5 Characteristics of Exchanges in Teacher Questioning Sequences
5.1.6 Teacher’s Non-verbal Supportive Behaviors
5.2 Results of Research Question Two
5.2.1 Models Involving One Exchange
5.2.2 Models Involving More Than Two Exchanges
5.3 Results of Research Question Three
5.3.1 The Total Number of Words,Word Types and Turns of Speaking
5.3.2 Questioning and Feedback Sequences
5.3.3 Teacher Questioning at Three Levels
5.3.4 Teacher Feedback
5.3.5 Distribution of EI Questions in the Sequences
5.4 Summary
Chapter Six Conclusion and Implications
6.1 Discussion of the Research
6.1.1 Features of Teacher Talk in China Classic College English Course
6.1.2 Models of Teacher Questioning and Feedback
6.1.3 Effectiveness of Teacher Questioning and Feedback
6.1.4 Interaction and Co-construction in the Foreign Language Classroom
6.2 Implications on EFL Teaching
6.3 Implications on Teacher Development
6.4 Limitations of This Study
6.5 Suggestions for Future Research
References
Appendix
Publication