A Study On Teacher 's Instruction In Oral Chinese

As an important component of teacher talk, teachers’ instructional directive is a major tool for teachers to organize and implement classroom teaching activities, and it is also one of the most important channels for students’ language input in the process of L2 acquisition. Through the method of audio and video recordings,6 TCFL teachers’ oral classrooms in junior, middle and senior levels at Nanjing Normal University are recorded and transcribed. The teaching material is about 2,400 minutes, and includes 295,402 words. Based on this material, this article investigated and analyzed teachers’ instructional directive’s features from the aspects of language form, directive strategy and speech act, combined with the usage analysis, getting the following main conclusions:Firstly, teachers’ instructional directive should be simple and highly efficient in the form, which reflected on the fact that most teachers’ instructional directives include one core verb, few demonstrative pronouns, and given in simple sentence and imperative sentence. Meanwhile, teachers’ instructional directive requires a certain degree of politeness in the pragmatic strategy, which reflected on the facts that most actions of teachers’ instructional directives are given in the form of verb phrases, and TCFL teachers use more "wo men"(personal pronoun) and "zen me yang "(interrogative pronoun) in their instructional directives.Secondly, in the aspects of behavioral features, most teachers’ instructional directives are given in the form of direct directive, and most of them are in the Simple Form. Among the interrogative directives, most indirect teachers’ instructional directives are given in the form of specific interrogation, and among the declarative directives, most indirect teachers’ instructional directives are given in the form of Prompt.Thirdly, TCFL teachers tend to use Ordering type of instructional directives, which indicates they tend to use direct directive strategy. While, TCFL teachers in middle and senior levels use more instructional directives in Suggesting and Requesting strategy, which indicates diversity, balance and more politeness in the form of. teachers’ directive strategy in teaching higher level.Lastly, based on the usage analysis of teachers’ instructional directive, typical examples and causes of teachers’ instructional directives are summarized from the aspects of cognitive thinking activity-oriented, polite and efficient expressions.