高质量的教师反馈对提升中国大学生任务表现和口语能力发展具有积极作用。在口语展示任务中，教师反馈的具体内容、功能和策略是什么？学生对教师反馈的投人情况如何？影响教师反馈和学生投入的因素有哪些？本书从心理认知、社会文化和社会建构视角构建理论框架，追踪2名英语教师和6名学生在18周的口语展示任务，通过收集并分析课堂观察、口语展示录像、刺激回忆、半结构式访谈、反思日志等数据，对上述问题进行了定性考察。

Chapter 1 Introduction 1.1 Background of the Study 1.2 Purpose of the Study 1.3 Research Questions 1.4 Definition of Key Terms 1.5 Methodological Considerations 1.6 Outline of the Study Chapter 2 Literature Review 2.1 Task-Based Language Teaching 2.1.1 Definitions of Task 2.1.2 Procedure and Principles for Task Design 2.1.3 Task-Based Teaching Frameworks 2.1.4 A Task-Based Framework of Oral Presentations 2.2 A Multi-Dimensional Theoretical Perspective on Teacher Feedback 2.2.1 Defining Teacher Feedback 2.2.2 A Brief History of Teacher Feedback Research 2.2.3 Teacher Feedback: Cognitive Perspective 2.2.4 Teacher Feedback: Sociocognitive Perspective 2.2.5 Teacher Feedback: Social Constructive Perspective 2.3 Empirical Studies on Teacher Feedback in L2 Education 2.3.1 Teacher Feedback Practices: Focus, Function, and Strategies 2.3.1.1 The Focus of Teacher Feedback 2.3.1.2 The Function of Teacher Feedback 2.3.1.3 The Strategies of Teacher Feedback 2.3.2 Teacher Cognitions about Feedback Provision 2.3.3 Student Perspectives on Teacher Feedback 2.3.4 Effects of Teacher Feedback 2.3.5 Student Engagement with Teacher Feedback 2.3.6 Context and Teacher Feedback 2.3.7 Teacher Feedback on Oral Tasks 2.4 Research Gaps 2.5 A Tentative Conceptual Framework 2.6 Next Step for Teacher Feedback Research and Practice Chapter 3 Methodology 3.1 Qualitative Case Study 3.1.1 Qualitative Research Paradigm 3.1.2 Case Study Approach 3.2 Research Context 3.2.1 Chinese Cultures of Learning 3.2.2 The Chinese EFL Context 3.2.3 The Institutional and Instructional Contexts 3.3 Participants of the Study 3.3.1 Selection of Teacher Participants 3.3.2 Selection of Student Participants 3.4 The Pilot Study 3.5 Data Collection 3.5.1 Data Sources 3.5.1.1 Classroom Observations 3.5.1.2 Video Recordings 3.5.1.3 Semi-Structured Interviews