A Study On Classroom Directives Of Distinguished English Teachers In Senior High Schools

“Teacher talk”is what's used to impart knowledge and implement teaching and the quality of teacher talk has a direct impact on teaching effect.Many aspects are covered by teacher talk,among which,the effective classroom directives are beneficial for the stimulation of the student's motivation of learning,the invlovement of the classroom activities and the promotion of the teaching effect.In theory,many researches abroad could be found while the researches at home started later.Most of the researches at home focused on the investigation of the current problems in teachers'directives.Although the guidelines for effective directives have been provided by some researchers abroad,they were just summarized generally and the empirical studies in high schools were not enough.In practical teaching,most of the English teachers in senior high schools were able to give directives but many problems could be found.Therefore,no matter in theory or in practical teaching,it is necessary to study on the classroom directives of the distinguished English teachers in senior high schools by taking the ten teachers who won prizes as an example and help general English teachers improve their directives.The subjects in this research are ten English teachers in senior high schools who won prizes in the 10^th senior high school Enlgish class competition.Based on the analysis of the ten lessons,three research questions will be answered.1.What are the features of linguistic forms of classroom directives used by distinguished English teachers in senior high schools?2.What are the strategic features of classroom directives used by distinguished English teachers in senior high schools?3.What are the features of discourse functions of classroom directives used by distinguished English teachers in senior high schools?The research results are showed as follow:Firstly,as for the linguistic forms,in the syntactic level,the distinguished teachers would like to use imperative sentences and simple sentences to give directives.Questions,declarative sentences,compound sentences and complex sentences were used less.In the lexical level,the words and phrases for lower-level cognitive development were used more,but the use of the words and phrases for higher-level cognitive development were also paid attention to.In the phonetic level,generally,the pronunciation,speed and pause of the distinguished teachers were acceptable.Secondly,as for the strategies,direct strategy was used more frequently than indirect strategy.Among the substrategies,“omitting”,“prefaced/mitigated”,“bold”and“inclusive”strategy were used most,followed by“feasibility/ability”,“permissive”and“willingness”strategy.“Obligation”and“hint”strategy were used little.Thirdly,as for the discourse functions,the classroom directives of the distinguished teachers had the functions of“language input”,“implementing teaching”,“classroom management”and“social interaction”.Among them,the functions of“implementing teaching”and“classroom management”were common but the functions of“language input”and“social interaction”were still showed.Above all,the negotiated interaction and student-centered teaching idea were presented through the classroom directives used by the distinguished English teachers,so based on the research results,some practical suggestions are provided to improve the classroom directives of the general English teachers in senior high schools,promote the teaching effect and finally develop the students'learning.