A Survey Of Teachers’ Directives In Senior High School English Classroomfrom New Curriculum Perspective

Instructional directives given by the teachers in EFL classes are one of the vitalcomponents in teacher talks, which are regarded as instructional words for students tocomplish various tasks in their English classes. With the conduction of newcurriculum reform and the emergency of study on teacher talks, the atmosphere oninstructional directive study in Chinese EFL classrooms is increasingly intensified.The performance of teachers doing in their classes demonstrates a perfectexample for students. Directives are also considered as one channel for teachers to dothings such as instructing, organizing and managing the classes. Besides this,directives also affect students’ understanding on teaching contents and theiraccomplishments . The effective directives given by teachers plays an important partin improving students’ performance. Based on this background, the study on directivesin senior high school will be of great importance for teaching practice in the Chinesecontext.In this article, the main instruments employed are classroom observation,transcription and questionnaire. The database is the recording transcription of 8English classes given by 4 teachers in senior high school in Taian plus a questionnairesurvey from some teachers and students.The study purpose is to describe the actual application of instruction directives insenior high school English classrooms in terms of linguistic features, syntacticstructures , functional types and speech act characteristics. Besides，it is expected toexplore the effect of directives on students’ task comprehension and performances.The findings of the present study indicates that clear, concise and effectiveinstructional directives can contribute to students’ active participation and successfulperformances, which make classroom teaching more effective. The teachers needhave sufficient awareness and skills of employing instructional directives：adjustingdirectives into more comprehensible ones and supplying a large variety of effectivedirectives in order to facilitate the students’ comprehending and acquisition of aforeign language. In this thesis, the author tried to conduct a study on teachers’ instructionaldirectives in EFL classrooms, aiming at gaining some significant findings and someuseful suggestions for the future study of other teachers and scholars in this researchrealm.