A Comparative Study Between Student Teachers And Experienced Teachers On Classroom Directives Under The Vision Of T-S Role Relationship

As an important part of classroom discourse,teachers' verbal directive plays a leading role in English teaching.In recent years,with the popularization of the new curriculum,the relationship between teachers and students has been further re-interpreted,teacher's authority has been replaced by the concept of students as the center gradually.Under the new situation,researches on the relationship between teachers and students and teachers' verbal directives in the classroom emerge one after another.However,the study of the relationship between them is rare.Therefore,the purpose of this study is to explore the differences of the use of verbal directives and the beliefs of T-S role relationship between student teachers and experienced teachers in high school,and to further analyze the correlation between verbal directives and T-S role relationship.Meanwhile,student teachers and experienced teachers can also get some inspirations in using verbal directives.In addition,this study also aims to deepen their understanding of T-S role relationship and its potential impact on classroom discourse.Through the combination of classroom observation and interview,this study aims to explore the following four questions:1.What are the characteristics of experienced English teachers' using verbal directives in classroom?2.What are the characteristics of student English teachers'using verbal directives?3.What are the differences between the two types of teachers in the use of verbal directives?4.What are the differences of beliefs in T-S role relationship between these two types of teachers?What is the correlation between these two kinds of differences?Findings of this study:The amount of verbal directives used by student English teachers is less than that used by experienced English teachers.Experienced English teachers are more inclined to use imperative especially bold and mitigated imperative and performative verbal directives,and they are flexible in using different types of verbal directives.While student English teachers are more inclined to use interrogative verbal directives and verbal directives used by STs seem to be a little monotonic compared with those experienced English teachers.As for the T-S role relationship.Firstly,experienced English teachers seem to play several roles like leader,guide,helper and parents and correspondingly have more responsibilities.While student English teachers tend to regard themselves as student teachers and learners and the responsibilities are more about finishing tasks.experienced English teachers treat students as learners,cooperators and followers.While student English teachers tend to put students in the equal status with them since they are both learners in class.Thirdly,experienced English teachers have a good relationship with students,meanwhile,they are also strict with students.While student English teachers generally know less about students compared with experienced English teachers.Lacking practice and being unfamiliar with students may cause the difference of verbal directive's amounts used by the two types of teachers.Besides,experienced English teachers who consider themselves as leaders or guides and regard students as cooperators or followers are inclined to use more imperative especially bold and mitigated verbal directives and performative verbal directives.While student English teachers who consider both themselves and students as learners are more inclined to use interrogative verbal directives than experienced English teachers.