学位专题

封面
声明
致谢
英文摘要
中文摘要
目录
Chapter One Introduction
1.1 Background of the Study
1.2 Purposes of the Study
1.3 Significance of the Study
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Key Concepts
2.1.1 Definition of classroom interactive discourse
2.1.2 Definition of high-quality classes
2.2 Previous Studies on Classroom Interactive Discourse
2.2.1 Previous studies on classroom interactive discourse abroad
2.2.2 Previous studies on EFL classroom interactive discourse at home
2.3 Previous Studies on Classroom Interactive Discourse Patterns (CIDPs)
2.4 Summary of Previous Studies
Chapter Three Theoretical Foundation
3.1 Interaction Hypothesis Theory
3.2 The Birmingham School’s Classroom Discourse Model
3.3 Summary
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 AntConc 4.2.0
4.3.2 Classroom observation
4.3.4 Microsoft Office Excel
4.4 Research Procedure
4.4.1 Video transcription
4.4.2 Manual annotation
4.4.3 Manual recognition
4.4.4 Corpus analysis
4.5 Data Collection and Analysis
4.5.1 Data collection
4.5.2 Data analysis
Chapter Five Results and Discussion
5.1 Types of CIDPs Employed in High-quality English Classes
5.2 Status Quo of CIDPs Employed in High-quality English Classes
5.2.1 Frequency of CIDPs
5.2.2 Frequency of IRF pattern and variant IRF patterns
5.3 Features of CIDPs in Different Types of English Classes
5.3.1 Frequency of CIDPs in each type of class
5.3.2 Frequency of IRF pattern and variant IRF patterns in each type of class
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Future Study
参考文献
AppendixⅠ The Table of File Numbers
AppendixⅡThe Rules of Corpus Transcription
AppendixⅢ A Sample of Annotated Transcription of English Class