文摘
英文文摘
声明
ACKNOWLEDGEMENTS
Chapter One Introduction
1.1 Research Background
1.2 Research Questions
1.3 Significance of the Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Review of Teacher Talk Theories and Related Studies
2.1.1 Defining Teacher Talk
2.1.2 Exchange of Classroom Interaction
2.1.3 Turn-taking of Teacher Talk
2.1.4 Classroom Questions of Teacher Talk
2.1.5 Wait Time of Teacher Questioning
2.1.6 Related Studies on TT and Discussion
2.2Review of Language Anxiety Theories and Related Studies
2.2.1 General Anxiety
2.2.2 Foreign Language Anxiety(FLA)
2.2.3Previous research on language anxiety abroad
2.2.4Previous research on language anxiety in China
2.3 Other related theories
2.3.1 Comprehensible Input
2.3.2 The Zone of Proximal Development
2.4 Summary
Chapter Three Methodology
3.1 Research Settting
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaire 1：the Foreign Language Classroom Anxiety Scale(FLCAS)
3.3.2Questionnaire 2：Students' Self-reported Anxiety Level Caused by TT
3.3.3 Written Transcriptions of the Videotaped Classes
3.4 Research Procedures
Chapter Four Data Analysis and Discussion
4.1The Analysis of English Learning Anxiety Scores of EC
4.2 The Analysis of TT of the Diagnostic Teaching
4.2.1 Transcription Analysis
4.2.2 Teacher Talkms Time and Student Talking Time
4.2.3 Teachers' Questioning Behavior
4.3Analysis of Aspects of TT affecting FLA
4.3.1Level of Anxiety Caused by Teacher's Questions
4.3.2Level of Anxiety Caused by Various Aspects of TT
4.4 Suggested Strategies to Improve TT
4.4.1 Leaving Enough Wait Time
4.4.2 Establishing Authentic Situation to Make the Referential Questions Meaningful
4.4.3 Employing More Questioning Strategies
Chapter Five Conclusion
References
Appendix
