文摘
英文文摘
Acknowledgements
1 Introduction
1.1 Background
1.2 Justification and purposes of the present research
1.3 Research questions
2 Rationale in Second Language Learning Relative to the Present Research
2.1 Natural setting and classroom setting
2.2 Classroom teaching and second language acquisition
2.3 Authentic and none-authentic teacher talk
2.4 Learning theories relevant to the research
2.4.1Humantistic approaches
2.4.2 Implications of the humanist approach
2.4.3 Social interactionism
2.4.4 A social constructivist model
2.4.5 A constructivist view of teaching
2.5 General models of L2 learning relative to the research
2.5.1 The input hypothesis
2.5.2 The affective filter hypothesis
2.5.3 Social model: the social-education model
2.5.4 Social learning theory
2.6 Conclusion
3 The Notion of Teacher Talk
3.1 Definition of teacher talk
3.2 Classifications of teacher talk
3.3 The aspects of teacher talk
3.3.1 How teacher modify their language
3.3.2 Teachers' questions
3.3.3 Feedback
3.3.4 Teacher talking time
3.4 Some ideas concerning teacher talk
4 Application of the Research
4.1 Key research questions for the study
4.2 The ways to research
4.3 Procedures
4.4 Analysis of the research results and implications drawn
4.4.1Teacher talking time
4.4.2 Questionnaire collection and analysis
4.4.3 The nature of teacher talk
4.4.4 Comparison and analysis of successful and unsuccessful teacher talk
4.5 Suggestions for ESL teachers
4.6 Some advice about input in the classroom
5 Conclusion and Implications
5.1 Conclusion
5.2 Implication of language teachers
5.3 Implication for future research
References
Appendix 1 Questionnaire on Teacher Talk
学位论文独创性声明及学位论文版权使用授权书
