动态系统理论视域下的大学英语课堂互动机制另解

　　本书以动态系统理论为指导并结合英语课堂互动研究的相关成果，建立了英语课堂互动机制的模型。首先从50个小时的课堂录像中随机选取了30节课，旨在证明可以从动态系统理论的视角分析英语课堂互动机制；然后以该模型为基础，又从30节课当中选取了10节课，采用弗兰德互动分析系统和课堂话语分析为工具，对英语课堂互动机制的六个特点进行了个案分析。

　　吴敏西北工业大学外国语言学及应用语言学硕士。曾被亚洲英语教师协会邀请前往印度德里进行本书相关的论文宣讲。曾获陕西省信息化大赛二等奖、首届全国高校英语课程思政大赛一等奖。公开发表论文十四篇，其中核心期刊论文两篇。

Chapter Ⅰ Introduction
1.1 From "Teacher-Centered" to "Student-Centered"
1.2 ESL Classroom Interaction and DST
1.3 Structure of the Monograph
Chapter Ⅱ The Guide Concepts
2.1 Important Terms
2.1.1 Classroom Interaction
2.1.2 Classroom Discourse
2.1.3 Teacher Talk and Student Talk
2.1.4 Dynamic System Theory
2.2 ESL Classroom Interaction Mechanism
2.3 Researches on ESL Classroom Interaction
2.4 The Applications of DST in SLA
2.5 The Theoretical Foundations
2.5.1 The Constructivist Learning Theory
2.5.2 The Input Hypothesis
2.5.3 The Interaction Hypothesis
2.5.4 The Output Hypothesis
2.5.5 Production-Oriented Approach
2.6 The Model of the ESL Classroom Interaction Mechanism
Chapter Ⅲ Methodology
3.1 Purpose and Questions
3.2 Research Design
3.2.1 Participants
3.2.2 Research Instruments
3.2.3 Research Procedures
3.3 Data From Ten Classes
3.4 Factors That Influence the Classroom Interaction
3.4.1 Flanders Interaction Analysis System(FIAS)
3.4.2 SPSS Analysis
3.4.3 Classroom Discourse Analysis
3.5 Mixture of Quantitative and Qualitative Researching Methods
Chapter Ⅳ Six Characteristics of ESL Classroom Interaction in Terms of DST
4.1 Reinterpretation of ESL Classroom Interaction Mechanism in Terms of DST
4.2 Sensibility to Initial Conditions and Feedback Sensibility of ESL Classroom Interaction
4.2.1 Sensibility to Initial Conditions of ESL Classroom Interaction
4.2.2 Feedback Sensibility of ESL Classroom Interaction
4.3 Non-kinearity and Unpredictability of ESL Classroom Interaction
4.3.1 Non-Linearity of ESL Classroom Interaction
4.3.2 Unpredictability of ESL Classroom Interaction
4.4 Mutual Connection and Dynamics of ESL Classroom Interaction
4.4.1 Mutual Connection of ESL Classroom Interaction
4.4.2 Dynamics of ESL Classroom Interaction
4.5 DST Offers a New Way to Interpret the ESL Classroom Interaction
Chapter Ⅴ Epilogue
5.1 Three Major Findings
5.2 Implications
5.2.1 Implications for ESL Classroom Interaction Mechanism in Terms of DST
5.2.2 Implications for FLT in Terms of DST
5.3 Limitations
5.4 Suggestions for Future Research
References
Appendix Ⅰ FIAS Matrices and Curves of the Ten Sample Classes
Appendix Ⅱ Transcription Conventions
Appendix Ⅲ Transcriptions of the Two Sample Classes