声明
摘要
Abstract
Contents
Chapter one Introduction
1.1 Background of the Research
1.2 Signmcance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1.1 Definition of Teachers’ Classmom Discourse
2.1.2 Features of Teachers’ Classroom Discourse
2.2 Theoretical Foundation of this Study
2.2.1 Krashen’s Comprehensible Input Hypothesis
2.2.2 Long’s Interaction Hypothesis
2.2.3 Swain’s Output Hypothesis
2.3 Previous Studies on Features of Teachers’ Classroom Discourse
2.3.1 The Amount of Teacher Talk
2.3.2 Questioning
2.3.3 Interactional Modification
2.3.4 Feedback
2.3.5 Teachers’ Discourse Structure
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Methods
3.3.1 Classroom Obsenration
3.3.2 Video Recording
3.3.3 Interview
3.4 Data Collection
3.5 Aspects of Data Analysis
Chapter Four Results and Discussions
4.1 The Amount of Teachers’ Classroom Discourse
4.2 Teachers’ Questioning
4.3 Teachers’ Use of Interactional Modification
4.4 Teachers’ Feedback
4.5 Teachers’ Discourse Structure
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for Teaching
5.3 Limitations of this Study
Bibliography
Appendices
Acknowledgements