[Key words]: classroom discourse; classroom interaction; teacher talk; student talk

Contents

摘要 i

Abstract ii

Contents I

1 Background Introduction 1

2 Literature Review 2

2。1 Classroom discourse analysis 2

2。1。1 Definition of classroom discourse 2

2。1。2 Discourse interaction pattern 2

2。1。3 Turn-taking 3

2。1。4 Questioning 4

2。1。5 Feedback 4

2。2 Classroom interaction hypothesis 5

2。2。1 Krashen's Comprehensible Input Hypothesis 5

2。2。2 Swain's Comprehensible Output Hypothesis 5

2。2。3 Long's Interaction Hypothesis 6

2。3 Learning motivation in the classroom 7

2。3。1 Definition of motivation 7

2。3。2 Intrinsic and extrinsic 源Y于U优I尔O论P文W网wwW.yOueRw.com 原文+QQ75201-8766 motivation 7

2。4 Language teaching in the post-method era 8

2。5 Previous researches on classroom discourse analysis 9

3 Research Design 11

3。1 Research questions 11

3。2 Research participants 11

3。3 Instruments 12

3。3。1 Classroom observation 12

3。3。2 Questionnaire 13

3。3。3 Interview 14

3。4 Data collection and analysis procedures 14

4 Data analysis 14

4。1 The situation of classroom discourse 14

4。1。1 Analysis of the classroom discourse for topic-initiation 14

4。1。2 Analysis of discourse interaction pattern 19

4。1。3 Analysis of the amount of teacher talk and student talk 25

4。1。4 Analysis of the distribution of L1 and target language 27

4。1。5Analysis of the types of question 29

4。2 The learners’ inpidual factors on classroom interaction 31

4。2。1 The information of student participants 31

4。2。2 Descriptive statistics analysis 32

4。2。3 Correlation analysis 35

4。2。4 Frequency analysis 46

4。3 The correlation between teaching design and classroom discourse 48

5 Discussions 51

5。1 Teacher plays a dominant role in classroom discourse 51

5。2 Students are exposed to adequate TL input but need more chances to output 52