A Comparative Study Of Classroom Directives Between English High-quality Classes And Regular Classes In Senior High School From The Perspective Of Ecological Linguistics

As an important part of teachers’ classroom discourse,classroom directives play an important role in the classroom ecosystem.Nowadays,scholars at home and abroad have made fruitful achievements in the study of classroom directives.Most of the research results have studied classroom directives from the perspectives of semantics,pragmatics,discourse,sociolinguistics and functional linguistics,but few of them from the ecological perspective.In the view of this research background,this thesis conducts a systematic investigation and analysis of the classroom directives of high school English teachers in normal classes and high-quality classes respectively,then put forward some optimized suggestions on the use of classroom directives,and finally achieves the purpose of improving the teaching quality.Based on the relevant theories of ecolinguistics,this study selects five videos of “The Fourteenth National High School English Classroom Teaching to observe Quality Lessons”and five normal class records,and cut out classroom directives from them as the research objects.Through the qualitative analysis,the following three research questions are respectively answered:(1)What are the differences and similarities between the two types of classroom directives in terms of formal ecology?(2)What are the differences and similarities between the two types of classroom directives in terms of functional ecology?(3)What are the differences and similarities between the two types of classroom directives in terms of the ecology of interpersonal meaning?Through comparative analysis of the target text,we found that:(1)In the aspect of formal ecology,the ecology of both types of courses is reflected in the use of indirect directives which is beneficial for ecology,and the ecology of high-quality classes is higher than normal classes.(2)In terms of functional ecology,normal class teachers mostly use ecologically harmful classroom directives whose functions are commands,while quality class teachers are more inclined to use ecologically beneficial classroom directives with suggestions and requests to close the relationship between students and teachers.(3)In the aspect of the ecology of interpersonal meaning,teachers of both classes tend to use the median modal verbs in classroom directives which are ambivalent classroom directives.Normal class teachers tend to use the second person and imperative tone of ecologically harmful classroom directives.Quality teachers tend to use the first person plural “we” and the interrogative tone which are ecologically beneficial classroom directives.Based on the research results,we put forward some suggestions for front-line teachers from three aspects: the ecology of formal,function and interpersonal meaning.At the same time,this study enriches the combination of ecolinguistics and classroom discourse research,and can provide a new perspective for the use of classroom directives in English classrooms in the future.