An Investigation Of Teacher Directives In Immersion English Classroom In Primary School

Classroom instruction language is a kind of classroom discourse that helps teachers complete classroom activities,manage classroom discipline and promote students’ language acquisition.It can not only help students to acquire English in class,but also help students to complete their English tasks reasonably and effectively in class.In view of this,this study investigates the instruction language of English immersion classroom teachers in X primary school in Xi’an.In this survey,30 English teachers,20 students and 3 English teachers participated in the questionnaire survey.At the same time,the author also observed the English class of three teachers interviewed.This study aims to solve the following problems:1.What are the characteristics and usage of teacher directives in primary school immersion English classroom?2.What are the problems in the use of teachers’ directives in primary school immersion classroom? How to optimize?Through the analysis of classroom observation data,this paper summarizes the formal and functional features of teachers’ instruction in primary school English immersion classroom,including lexical features,sentence pattern features and discourse features;Functional features include issuing commands,making requests and providing suggestions.This paper uses questionnaires and interviews to analyze the current situation of in China the use of classroom directives language by primary school English immersion classroom teachers from four aspects,namely,the understanding of classroom directives,the actual situation of the use of classroom directives,the expectation of classroom directives,and the feedback of the use quality of classroom directives.Through the analysis of the characteristics and current situation of directives,this paper summarizes the problems existing in the process of classroom directives use of primary school English immersion classroom teachers: Teachers’ lack of pertinence in the use of directives,students’ attention to directives,lack of teacher guidance,and the use of directives lacks English language habits.On this basis,the following recommendations are further clarified in conjunction with the corresponding research findings for primary school English teachers’ classroom directives: 1.Pay attention to the object of teachers’ directives;2.Pay attention to the language form of teachers’ directives;3.Improve teachers’ theoretical literacy of classroom directives.