An Analytic Study On Instructional Directives In Fine-quality English Class In Senior High School From The Perspective Of Interpersonal Function

As an important part of classroom discourse,English teachers’ instructional directives have the functions of organizing teaching activities,maintaining classroom discipline and promoting teacher-student interaction in English teaching.Effective instructional directives can stimulate students’ learning motivation,make students participate in classroom activities so as to improve classroom teaching effect.From the perspective of Halliday’s interpersonal function,this paper takes English teachers in the 15 th National Senior High School English Teachers’ Basic Skills Competition as the research objects and analyzes the characteristics of instructional directives by means of corpus research method.The instructional directives are searched and retrieved by using Ant Conc 4.1.4,and the interpersonal function conveyed by different types of directives is discussed.Finally,suggestions for improving instructional directives are put forward.The research questions of this paper are as follows: 1.How is interpersonal function realized in instructional directives through mood system,modality system and personal pronoun system? What kind of teacher-student relationship is reflected in different systems? 2.What are the differences in the realization of interpersonal function of instructional directives in different lesson types?Through corpus research method,this paper analyzes the instructional directives of 15 English teachers’.The result shows that: 1.In terms of the mood system of teachers’ directives,the proportion of using imperative mood is higher than that of declarative mood and interrogative mood;in terms of modality system,the use of low value and median value modal verbs in instructional directives is higher than that of high value modal verbs,which shows that teachers tend to build a friendly and harmonious relationship with students;in terms of personal pronoun system,English teachers use the first personal pronoun in a higher proportion than the second personal pronoun,and the plural forms account for a large proportion in the first personal pronoun.2.In the aspect of mood system,the proportion of using imperative sentences in knowledge-based courses is higher than that in skill-based courses;in the aspect of modality system,the proportion of using high value modal verbs in knowledge-based courses is higher than that in skill-based courses;in terms of personal pronoun system,the proportion of using the first personal pronoun in knowledge-based courses is higher than that in skill-based courses.The reason may lie in that teachers require students to keep reading and repeating the pronunciation of words in knowledge-based courses,and they need to use imperative sentences and high value modal verbs to improve classroom efficiency,and combine the first personal pronoun to ease the blunt tone of classroom directives.Based on the above research results,this paper puts forward the following teaching suggestions: 1.Teachers need to pay attention to the relevance of instructional directives and consciously combine instructional directives with interpersonal function.2.Teachers need to pay attention to the appropriateness of mood,that is,choose different mood forms according to different teaching contents.3.Teachers should pay attention to the artistry when using instructional directives,that is,choose appropriate personal pronouns.