A Study On Classroom Instructional Directives Of High School English Teachers From The Perspective Of Interactive Teaching

Teacher's classroom instructional directive is an important constituent of discourse,a key step of the successful implementation of interactive teaching.On the one hand,it is a means to carry interactive teaching out and conduct students to master knowledge;On the other hand,as an important way to make students do language output,it defines the teaching content within a certain range which ensures the quality and quantity of interaction.In our class,because some teachers are lacking of consciousness of interactive teaching and misunderstand the classroom instructional directive,they regard instructional directive as a tool to command students.The essence of the teaching turn into a question-and-answer one whose voice is controlled by teachers,which violates the spirit of interaction.Therefore,to promote the quality of teacher ' s classroom instructional directive and implementation of Interactive teaching,we should find the problems of the usage and the interactive features in the teacher's classroom instructional directives.Based on interaction hypothesis,social-cultural theories and conversational analysis theory,this paper analyzes the forms and functions of high school English teachers ' classroom instructional directives from the perspective of interactive teaching:the students ' language competence,class participation,equal relationship between teachers and students.Through observation of English class in Grade 1 from Z Senior Middle School,N City and combining with interview with subjects,this paper tries to discover the problems of the usage and the interactive features in the teacher ' s classroom instructional directives by analyzing two pieces of representative cases and then explore the effective suggestions:pay attention to the forms of instructional directives-the usage of openness,conciseness and modal verb;pay attention to declarative sentences and interrogative sentences and other diversified forms;When assigning difficult tasks,attention should be paid to the use of instructional texts and comprehension verification;pay attention to suggestion and request function and intermediary function of instructional directives;improve teachers' interactive teaching quality.This research aims to help teachers improve their classroom instructional directive which can make implementation of interactive teaching successful.