An Investigation On English Teachers' Instruction Codes In Senior High Schools

English teachers' instruction codes refer to the teacher demands the students complete a teaching activity,which plays an important role in the English teaching process.English teachers' instruction code is an important part of teachers' classroom conventional discourse(Christie,2002).It is of great significance to improve the teaching quality and optimize the English classroom teaching.The effectiveness of English teachers' instruction codes affects not only the students' comprehension and completion of the classroom activities,but also the teaching effect and the learning outcomes.English teachers are supposed to stand in a new perspective to reflect on their classroom teaching,and organize classroom instruction codes effectively,which fully reflects the concept of the new curriculum reform.Therefore,the researcher believes that the study of English teachers' instruction codes has certain instructive significance for senior high school English classroom.Based on the related research,the author selected six English teachers of senior high schools in Linfen,and conducted classroom observation and classroom recording on the current use of English teachers' instruction codes.The author also carried out questionnaires to understand students' attitudes and expectations towards English teachers' instruction codes.Then combined with teachers' questionnaires,the author hopes to summarize some factors that influence the choice of English teachers' instruction codes in senior high school,and then puts forward some suggestions for the effective use of English classroom instruction codes.Specifically,this study focuses on the following issues,Firstly,the current uses of English teachers' instruction codes in senior high school.Secondly,the students' attitudes and expectations about English teachers' instruction codes.Thirdly,the factors that influence English teachers' selection of instruction codes.It is found that the current uses of English teachers' instruction codes in senior high school are as follows: in the aspect of speech act,the uses of direct English instruction codes are much more than indirect English instruction codes.In terms of the sentence types,the English teachers choose simple sentences or compound sentences,which are more easily understood than complex sentences.In terms of the syntactic features of instruction codes,English teachers are inclined to use bold(do sth.),want / need,inclusive(Let's...)and mitigated(Please do sth.)etc.In addition,the majority of English teachers would adopt repetition and comprehensible check to make their instruction codes clear.In the functional analysis of English teachers' instruction codes,the majority of teachers use imperative sentences to issue direct instruction codes,which also reflects the senior high school English teachers' potential attitude relatively authoritative towards students.Through analysis of the questionnaires,most of the English teachers and students believe that English classroom instruction codes can effectively promote foreign language acquisition.But at the same time,the students expect English teachers to issue classroom instruction codes by using indirect instruction codes.Finally,the author believes that the English teacher's teaching philosophy,teaching style,teaching content,English level of students and the characters of English teachers would affect the selection of classroom instruction codes.On the basis of the analysis,this paper also puts forward some suggestions on the selection of classroom instruction codes in senior high school English teachers.