声明
Acknowledgements
Abstract
摘要
Table of Contents
List of Figures
List of Tables
Chapter Ⅰ Introduction
1．1 Research Background
1．2 Purposes of the present study
1．3 Significance of the present study
1．4 Organization of the dissertation
Chapter Ⅱ Literature Review
2．1 Definitions of teacher talk
2．2 SLA-based studies on teacher talk
2．2．1 Krashen
2．2．2 Long
2．2．3 Swain
2．3 SFL-based studies
2．4 CA-based studies
Chapter Ⅲ Theoretical Framework
3．1 Critical Discourse Analysis(CDA for short)
3．1．1 Introduction of CDA
3．1．2 Discourse，Power and Ideology
3．2 An Overview of Three Metafunctions in Systemic Functional Linguistics(SFL for short)
3．3 Systemic Functional Linguistics and CDA
3．3．1 Modality and CDA
3．4 Conversational Analysis and CDA
3．4．1 Turn-taking system and CDA
3．4．2 Adjacency pair and CDA
Chapter Ⅳ Research Design
4．1 Research questions
4．2 Data collection
4．3 Data transcription
4．4 Questionnaire
Chapter Ⅴ Data Analysis and Findings
5．1 Results of research question one
5．1．1 Modulation
5．1．2 Modalizaiton
5．2 Results of research question two
5．3 Results of research question three
5．4 Summary of the findings
5．5 Implications for middle-school English teaching
5．5．1 Employing less high-value and more low-value modal expressions
5．5．2 Offering more opportunities for the students to talk
5．5．3 Employing more broad wh—questions
Chapter Ⅵ Conclusion
References
Appendix Ⅰ
Appendix Ⅱ
