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gy.......... 36-39
    4.1 Research Questions ..........36
    4.2 Subjects.......... 36-37
    4.3 Research Method.......... 37
    4.4 Instrumentation.......... 37
    4.5 Data Collection ..........37-39
Chapter Five Analysis and Discussion of English Extensive..........n 39-62
    5.1 Turn-taking System ..........39-46
    5.2 Teachers' Questions ..........46-52
        5.2.1 Referential Questions..........46-47
        5.2.2 Display Questions..........47-49
        5.2.3 Implications of Teachers' Questioning.......... 49-52
    5.3 Meaning Negotiation.......... 52-56
        5.3.1 Comprehension Check..........53
        5.3.2 Confirmation Check.......... 53-54
        5.3.3 Clarification Request.......... 54-55
        5.3.4 Implications of Meaning Negotiation ..........55-56
5.4 Teachers'Feedback ..........56-62

Conclusion

Because of the limited time and available equipments, this research can not present athorough situation of English extensive reading class to some degree. Firstly, the datafrom class observation is collected through audio-recording rather than video-recording,not taking nonverbal interaction into consideration. Secondly, the subjects involved inthis investigation are confined to a small scale. Besides, like many of the research toinvestigate the effect of input and interaction in the English class, it necessitates a leapfrom the description of the conversations to further and profound explanation of it.
Since there are some limitations on the present research, the suggestions for thefuture research are put forward as follows. The research should be recorded by bothvideo-recording and audio-recording. Only in this way, can the researchers thoroughlyand scientifically have access to the analysis of the verbal language and the nonverballanguage. In addition, a large scale of participants should be engaged. Last but not least,in order to explore and investigate the further explanation of authentic English extensivereading classroom conversation, as many factors of English extensive reading classes andChinese culture as possible should be counted into consideration. So an adoption of a more emic and participant-relevant perspective towards SLA research and other relateddisciplines should be called for.

Reference
1Brock, C. (1986). The effect of referential www.51lunwen.org/reading/ questions on ESL classroom discourse. TESOLQuarterly, 20(1), 47-48.
2Cho, K.， & Krashen, S. (1994). Acquisition of vocabulary from the sweet valley kidsseries: Adult ESL acquisition. Journal of Reading, 37(8), 662-667.
3Day, R.R., & Bamford, J. (1998). Extensive reading in the second language classroom.Cambridge: Cambridge University Press.
4EUey, W.B. (1991). Acquiring literacy in a second language: The effect of book-basedprograms. Language Learning, 41(3), 375-411.
5Ellis, R. (1985). Understanding second language acquisition, Shanghai: Sh本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。