声明
摘要
ABSTRACT
Contents
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of this Study
1.3 Research Questions
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Language Learning Belief
2.1.1 Definition of Language Learning Belief
2.1.2 Classification of Language Learning Beliefs
2.1.3 Previous Studies on Language Learning Beliefs
2.2 Classroom Interaction
2.2.1 Definition of Classroom Interaction
2.2.2 Classification of Classroom Interaetion
2.2.3 Previous Studies on Classroom Interaction
2.3 Theoretical Foundation for Language Learning Beliefs in Classroom Interaction
2.3.1 Input Hypothesis
2.3.2 Output Hypothesis
2.3.3 Interaction Hypothesis
2.3.4 Scaffolding Theory
2.3.5 Constructivism
2.4 Discourse and Discourse Analysis
2.4.1 Discourse
2.4.2 Discourse Analysis
2.5 The Relationship Between the Previous Studies and the Present Study
Chapter 3 Research Methodology
3.1 The Significance of Discourse Analysis in This Study
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Wntten Discourses
3.3.3 Examination Scores
3.3.4 Spoken Discourses(Interview)
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter 4 Data Analysis and Discussion
4.1 The Analysis of Questionnaires
4.1.1 The Analysis on College English Learners’ Interactive Behaviors in Class
4.1.2 The Analysis on College English Learners’ Attitudes to English Learning and Self Evaluation
4.1.3 The Analysis on College English Learners’ Attitudes and Expectation toTeachers’ Teaching Mode
4.2 The Analysis of Written and Spoken Discourses
4.2.1 The Discourse Analysis of Participants’ Written Discourses in Narrative Approach
4.2.2 The Discourse Analysis (A Narrative Approach)and Metaphor Analysis of Spoken Discourses
4.3 The Relationship between Learning Beliefs in Classroom Interaction and English Achievements
4.4 Discussion
Chapter 5 Conclusion
5.1 Major Findings of the Study
5.2.Pedagogical Significance of the Study
5.3.Limitations and Suggestions of the Study
References
Appendix
Acknowledgements
Resume