ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
1.1 Research background
1.2 Research signilficance
1.2.1 Theoretical significance
1.2.2 Practical significance
1.3 Layout of the thesis
Chapter Two Literature Review
2.1.1 Definition of wait time
2.1.2 Definition of referential question
2.1.3 Definition of experienced teacher and novice teacher
2.1.4 Definition of students’ language production
2.2 Theoretical bases
2.2.1 Comprehensible input hypothesis
2.2.2 Output hypothesis
2.2.3 Interaction hypothesis
2.2.4 IRF model
2.3 Previous studies of wait time
2.3.1 Related studies on wait time abroad
2.3.2 Related studies on wait time at home
2.3.3 Comments and enlightenment
Chapter Three Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.4.Data collection and analysis
Chapter Four Results and Discussion
4.1.2 Similarities and differences of different duration of wait time
4.2 Similarities and differences of effects of WT1 and WT2 on students’ language production between ET and NT
4.2.1 Similarities and differences of effects on accuracy
4.2.2 Similarities and differences of effects on fluency
4.2.3 Similarities and differences of effects on complexity
Chapter Five Conclusion
5.1 Major findings
5.1.2 Similarities and differences of effects of WT1 and WT2 on students’ language production between ET and NT
5.1.3 Other findings
5.2 Pedagogical suggestions
5.2.1 Pedagogical suggestions to experienced English teachers
5.2.2 Pedagogical suggestions to novice English teachers
5.2.3 Pedagogical suggestions to experienced and novice teachers
5.3 Limitations and suggestions for future studies
REFERENCES
Appendices
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