| Teachers’ verbal directive is an important part of English classroom.It plays a vital role in the teaching process.A full study of the effectiveness of directives can not only help teachers better guide students to complete classroom tasks and help students’ language acquisition,but also improve classroom efficiency and teaching quality.At present,the research on verbal directives is mainly focused on the college classroom,and more on the characteristics of directive,and the research on effectiveness is relatively insufficient.Based on the Speech Act Theory and through classroom observation,this paper records and analyzes the classroom directive of three English teachers in a key middle school in Kunming,Yunnan Province.At the same time,more than 100 students in three classes were surveyed,and three teachers were interviewed after class.In the research process,the effectiveness of English directives in senior high school is the main topic,we try to find out the factors affecting the effectiveness,and hope to put forward some solutions based on the results and combined with relevant theoretical knowledge,strengthen teachers’ attention to English directives,and help English teachers use classroom directive language better.This study wants to answer the following questions:1.The current situation of the effectiveness of English directives in senior high school;2.Problems exist in classroom directives;3.How to improve the effectiveness of classroom directive.The research results can be roughly summarized as follows:1.In terms of the number of classroom directives,teachers will not issue more than three directives at a time.In order to save time,they sometimes issue two directives at the same time,but usually the directives are interrelated.As for the form of directives,teachers tend to give direct directive,and the use of indirect directive is significantly less than direct directive.In the direct directive,the imperative sentence is the main sentence,while in the indirect directive,the request question sentence accounts for the majority.From the perspective of the use of directive strategies,the comprehension level check strategy is the most used strategy,followed by self repetition.Teachers will issue problem directives in class,mainly redundant directives,fuzzy directives and complex directives,but the frequency is not high.2.The diversity of classroom directive needs to be improved,and the strategies of illustration and paraphrase are not used enough.Students’ mechanical response to directives is evident,which does not achieve the purpose of good interaction between teachers and students,and the vitality of the classroom is insufficient.3.Teachers should appropriately simplify the directives to ensure that students fully understand the contents of the directives.Learn to use various command strategies flexibly to avoid issuing problem commands.Teachers should also improve their language literacy,pay attention to the thinking and preparation of classroom directives in the process of lesson preparation,and reflect in time after class.Respect students’ personality,learn to develop strengths and avoid weaknesses in class,and have sincere interaction with students. |
