| As an important part of teaching discourse,directive discourse is the direct reflection of teaching philosophies and concepts.Directive discourse is also indispensable linkage among teachers,students and teaching activities in classroom teaching.Hence,it is of great theoretical and practical significance to analyze and research directive discourse.On the basis of interactional approach to language testing proposed by Bachman and speech act theory put forward by Austen and Searle,directive discourse in PEP(Text Book of the People's Publishing House)and FLTRP(Text Book of the People's Publishing House),which are the most used in middle school in Guangxi province,will be analyzed with corpus instrument and interview.Hopefully,suggestions about the compilation and the use of directive discourses in two sets of textbooks and will be proposed in this research.In this study,the research questions will be addressed as follows:(1)Regarding the form of directive discourse,such as the length,the quantities and language,what are the differences between PEP and FLTRP?(2)In the propositional content of directive discourse,such as the vocabulary,degree of contextualization,what are the differences between PEP and FLTRP?(3)In terms of organizational characteristics of directive discourse,such as sentence types and layout,what are the differences between PEP and FLTRP?(4)In regard to function of directive discourse,such as interactional function,heuristic function and imaginative function,what are the differences between PEP and FLTRP?After the above comparison and analysis,we will further explore their differences in training students' learning strategies,developing students' cooperative competence and cultivating of students' imagination and thinking ability.In this paper,with the help of corpus retrieval software Antconc3.2.0,analysis software Wordsmith 6.0,Chi-square calculator,SPSS24.0 and so on for Statistics and analysis,the results of the study are listed as follows.(1)In terms of the form of directive discourse,directive discourses in FLTRP are more than those in PEP;English is the only language used in directive discourse,which is helpful to cultivate students' sense of English;directive discourse in FLTRP is concise and easy to understand.Whereas,some directive discourses in PEP are followed by Chinese translation,which are more suitable for the students who have weak foundation in English.Additionally,directive discourses in PEP are too long,which have a bad influence on students reading efficiency.(2)Concerning the propositional content,the vocabulary used in directive discourse of PEP are more various and complex,and PEP excels in the context creations.(3)In the aspect of organizational characteristics,more various sentence types are used to compile directive discourse in PEP.And the sentences in PEP are written in a friendlier tone,which may form a more harmonious relationship with students.However,the layout of directive discourse in FLTRP are more logical and reasonable,which are more accordant with the rules of second language acquisition.(4)As far as the pragmatic functions,directive discourses in PEP can more reflect the heuristic function and imaginative function while international function can be more reflected in the directive discourses in FLTRP.In this case,we can make a further conclusion that exercises in PEP are more favorable to stimulate students' thinking ability,whereas exercises in FLTRP focus more on the cultivation of students' communicative competence.Based on the results of this research as well as the merits and drawbacks of two sets of textbooks,correspondent suggestions will be proposed for them respectively in the paper.Besides,suggestions of using directive discourse in classroom teaching also will be put forward.For example,teachers can simplify or enrich directive discourses according to students' English standard and prompt the meaning of directive discourses by body languages and so on. |
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