[1] A11wright R. The importance of interaction in classroom language learning[J]. Applied Linguistics ， 1984(5)：21-24.
[2] Ellis R. Instructed second language acquisition[M]. Oxford:Blackwel，1990．
[3] Long M H， Sato C J. Classroom foreigner talk discourse:Forms and functions of teachers’questions[A]//H W Seliger & M H Long．Classroom oriented research in second language acquisition． Newbury House，1983．
[4] Swain M. Communicative competence：some roles of comprehensible input and comprehensible output in its development[C]// S Gass & C.Madden (eds.). Input in second language acquisition. Rowley， Mass.：Newbury House， 1985．
[5] Swain M. The output hypothesis：Just speaking and writing aren’t enough[J]. The Canadian Modern Language Review， 1993(5)：50.
[6] Swain M. Three functions of output in second language learning[C]//G. Cook& B. Seidlehofer(eds.). For H G. Widdowson:principles and practice in the study of language. Oxford: OxfordUniversity Press， 1995.
[7] Richards J， C. Lockhart. Reflective teaching in second language classrooms[M]. Cambridge: Cambridge University Press， 1996．
[8] Brock C. The effects ofreferential questions on ESL classroom discourse [J]. TESOL Quarterly， 1986，20 (1)：47-59.
[9] Nunan D. Communicative language teaching：Making it work[J]. ELT，1987(2):107-189.
[10] Nunan D. Language Teaching Methodology[M]. New York: Prentice Hall， 1991:363.
[11] 赵晓红． 大学英语阅读课教师话语的调查与分析[J]． 外语界，1998(2)：121-123.
[12] 胡青球，埃德·尼可森，陈炜． 大学英语教师课堂提问模式调查分析[J]． 外语界，2004(6)：22-27.
[13] 周星， 周韵． 大学英语课堂教师话语的调查与分析[J]． 外语教学与研究，2002(1)：59-68.
Baidu
map