A Survey Of Teacher Directives In English Class Of Senior High School

Teacher directives, as the major constituent of teachers’ discourse, have long played an indispensable role in fulfilling the teaching tasks required of the teachers in the classrooms. It is universally acknowledged that the discourses of the teachers in their classroom teaching can function as the pilot contributing to the foreign language acquisition of the students in classroom teaching. In addition, it is also known that the teachers in the classroom teaching often give instructions to the students, in order to impart knowledge, and to ensure that be run in a proper and anticipated manner.Accordingly, the students’ foreign language acquisition is largely affected by the validity of the teacher directives used in the classroom teaching. Similarly, the classroom teaching efficiency will also be highly affected by the understanding and performing of teacher directives by students.Based on the Speech Act Theory, this thesis analyzes and studies the actual teacher directives used by the 3 English teachers in the NO.10 Middle School of Nanning, by means of classroom observation and recording, as well as the questionnaire survey on 162 students and 12 English teachers in it. Its intention is to improve our understanding of the attitudes and expectations of the English teachers,as well as the language forms and speech function types of the teacher directives used by the English teachers. At last, we can also get a more profound insight into how different forms and types of teacher directives exert influence on students’ understanding and performing of the teacher directives used in the classroom.The study results provide some enlightenment for the English teachers teaching in Senior High Schools. It is necessary for them to use the teacher directives in an accurate and appropriate manner, as well as to offer or create as many opportunities as possible for the students in class to get sufficient comprehensive input. In addition,the English teachers should time and again change and adjust the teacher directives in strict accordance with the difficulty of the content to be taught and the acceptability of the students and enrich the classroom directives, in order that their teaching efficiency as well as the students’ language acquired ability could be largely enhanced.This thesis studies the teacher directives used in the English classes of senior high schools, in accordance with the analysis of the survey result. It can be concluded that appropriate use of teacher directives can not only improve the teaching quality of the teachers, but also can help the students understand better the teacher directives, as well as can improve their language acquisition ability. Moreover, some suggestions are also proposed in this essay, hoping that they would be helpful to the English teaching of the senior high school teachers.