声明
致谢
LIST OF FIGURES
LIST OF TABLES
LIST OF ABBREVIATIONS
Chapter One INTRODUCTION
1.1Research Background
1.2 Purpose and Significance of the Research
1.3Organization of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Related Basic Concepts
2.1.1Excellent Teacher
2.1.2 Classroom Discourse
2.2Previous Studies on Classroom Discourse
2.2.1Previous Studies on Classroom Discourse Abroad
2.2.2 Previous Studies on Classroom Discourseat Home
2.2.3Previous Studies on Classroom Discourseby Applying Relevance Theory Abroad and at Home
2.3Achievements and Limitations of Previous Studies
Chapter Three THEORETICAL FRAMEWORK
3.1Relevance Theory
3.1.1 Relevance
3.1.2 CognitiveContext
3.1.3 Mutual-manifestness
3.1.4 Ostensive-Inferential Communication
3.1.5Principles of Relevance
3.2 Constructivism
3.3 Summary
Chapter Four METHODOLOGY
4.1 Research Design
4.2 Research Subjects
4.3 Research Questions
4.4Research Methods and Instruments
4.4.1 Naturalistic Inquiry
4.4.2 Classroom Observation (Video-transcription)
4.4.3 Semi-structured Interview
4.5Research Procedure and Data Collection
Chapter Five RESULTS AND DISCUSSION
5.1The Nature of Teacher-Student Interaction in Junior Middle School
5.1.1 Seeking Optimal Relevance Between theTeacher and Students
5.1.2 Ostensive-Inferential Communication between the Teacher and Students
5.2 Elements that Influence Teacher-Student Interaction from the Perspective of Cognition
5.2.1 Mutual manifestness of Cognitive Environments:The Foundation of Teacher-Student Interaction
5.2.2 Relevance, Contextual Effect, Processing Effort and Successful Teacher-Student Interaction
5.3 Relevance-Theory-Based Analysis of Teachers’ Use of DMs in Classroom Interaction
5.3.1 An Overall Analysis of Teachers’ Use of DMs in Classroom Discourse
5.3.2Pragmatic Functions of Teachers’ Use of DMs in Classroom Interaction
5.4 Teachers’ Questioning Behavior in Classroom Interaction within Relevance Theory
5.4.1The Distribution Features of Teachers’ Questioning in Classroom Interaction within Relevance Theory
5.4.2 The Types of Teachers’ Questioning in Classroom
5.5 Teachers’ Feedback in Classroom Interaction within Relevance Theory
5.5.1The Distribution Features of Teachers’ Feedback in Classroom Interaction within Relevance Theory
5.5.2 The Types of Teachers’ Feedback in Classroom Interaction within Relevance Theory
Chapter Six CONCLUSION
6.1Major Findings
6.2Implications of the Study
6.2.1Improving Questioning Strategy
6.2.2 Using Appropriate Feedback Techniques
6.2.3 Enhancing the Depth and Justice of EFL Teachers’ Classroom Discourse
6.3 Limitations of the Study
6.4 Suggestions for Further Research
参考文献
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX Ⅳ
PUBLISHED PAPERS