Chapter 1 Introduction 1
1.1 Research Motivation 1
1.2 Background of This Study 2
1.3 The Research Scope,Aim and Its Significance 5
1.4 The Overall Structure of This Study 6
Chapter 2 Literature Review 7
2.1 Introduction 7
2.2 The Interaction Hypothesis 7
2.3 Different Classifications of the Interactional Modifications 9
2.3.1 Interactional Modifications 10
2.3.2 Long's Interactional Modifications：Strategies and Tactics 10
2.3.3 Mitchell's Communication Strategies 12
2.3.4 Doughty's Fine-tuning Feedback 13
2.3.5 Corrective Feedback of Lyster and Ranta 14
2.3.6 Interactional Modifications in English as the Lingua Franca Context 15
2.3.7 The Most Beneficial Interactional Modifications 16
2.4 The Impact of Interactional Modifications to Language Acquisition 17
2.4.1 Interactional Modifications to Comprehensible Input 17
2.4.2 Interactional Modifications to Comprehensible Output 19
2.4.3 Interactional Modifications to the Selective Attention on Language Form 19
2.4.4 Interactional Modifications Providing Negative Evidence 21
2.5 Classroom Researches Based on the Interactional Theory 22
2.6 Code-switching 25
2.6.1 Code 25
2.6.2 Definitions of Code-Switching in Different Fields 26
2.6.3 Types of Code-Switching 28
2.6.4 Code-switching used for Interactional Modification 29
2.6.5 Operational Definition of CS 30
2.6.6 Studies of Teacher's CS in the Pedagogy Field 31
2.6.7 Studies of CS in Teaching Chinese as a Second Language 36
2.7 Framework of This Study 39
2.8 Summary 40
Chapter 3 Research Approach 42
3.1 Introduction 42
3.2 Research Questions 42
3.3 Research Ethics 42
3.4 Case Study 43
3.5 Research Design 45
3.6 Participants 47
3.6.1 Three Chinese Teachers'Description 47
3.6.2 International Students'Description 48
3.7 Instruments 50
3.7.1 Classroom Observation and Audio-Recording on the Lessons 50
3.7.2 Transcribing and Coding on Audio-Recording Materials 51
3.7.3 Interview to the Teachers and Students 54
3.7.4 Stimulated Recall to the Teachers'Perceptions of IM 55
3.7.5 Document Survey on the Students 56
3.7.6 Statistical Tools 57
3.8 Summary 57
Chapter 4 Data Description 58
4.1 Introduction 58
4.2 Conversational Exchanges with Code-switching Modifications 58
4.2.1 Exchanges with IM for Teaching 58
4.2.2 Exchanges with IM for Governing 67
4.3 Five Types of Interactional Modifications 69
4.3.1 Repetition in the Other Language 69
4.3.2 Recast 69
4.3.3 Paraphrase 70
4.3.4 Elicitation 70
4.3.5 Metalinguistic Expression 70
4.4 Statistic Description of IM 71
4.5 Learners'Non-understanding 74
4.6 Learner Uptake after Interactional Modifications 75
4.7 Unsuccessful Interactional Modifications 77
4.8 Summary 79
Chapter 5 Findings and Discussion 81
5.1 Introduction 81
5.2 Effectiveness of IM Based on Learner Uptake 81
5.2.1 Successful Learner Uptake in Exchanges of Teaching Interaction 81
5.2.2 Successful Learner Uptake of Ms.Dong's CS-IM 83
5.2.3 Successful Learner Uptake of Ms.Fang's CS-IM 84
5.2.4 Possible Interpretations of Varied Effectiveness of IM 86
5.3 Positive Functions of Interactional Modifications 92
5.3.1 Meta-language Function 94
5.3.2 Syntactic Function 96
5.3.3 Cognitive Function 96
5.3.4 Intercultural Communication Function 101
5.3.5 Pragmatic Function 103
5.3.6 Cultural Transmission Function 104
5.3.7 Organizing Function 106
5.3.8 Metacognitive Function 107
5.3.9 Negative Role of IM 108
5.4 Limitation 109
5.4.1 Subjectivity of the Observation and the Interview 109
5.4.2 Limited Scope of the Participants and the Classroom Observation 109
5.5 Summary 110
Chapter 6 Conclusions and Implications 111
6.1 The Major Findings of This Study 111
6.2 The Major Contribution of This Study 113
6.3 Implications 114
6.3.1 Theoretical Implication 114
6.3.2 Pedagogical Implication 115
6.3.3 Language Management Implication 117
References 119
Appendices 127
Appendix 1 Interview questions for the teachers in both Chinese and English 127
Appendix 2 Interview abstract of Ms.Dong 128
Appendix 3 Interview abstract of Ms.Fang 130
Appendix 4 Interview abstract of Ms.Zhang 131
Appendix 5 Interview questions for the students 132
Appendix 6 Part of interview record of some students 133
Appendix 7 Survey for students'basic information 134
后记 135