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A Survey Study on Classroom Instructional Directives of High School English Teachers

Author: ChenZuo
Tutor: GuoBaoXian
School: East China Normal University
Course: Disciplinary education
Keywords: High school English teachers in classroom instruction language Language Features Language features Speech Act Survey
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 174
Quote: 1
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Abstract

Teachers' classroom instruction language teachers to use in the classroom for the teaching function words, teachers let the students in the class to do something a speech act, before the event is used to interpret the contents related to operating procedures language. Teachers how to effectively use the command has a great influence not only on the students understand and complete the task, the more teachers through the use of the optimized instruction, so that students better language acquisition. Therefore, we believe that help improve the quality of high school English classroom teaching high school English teacher instruction language, English learning for high school students at the same time has a certain significance. This study through classroom observation, interviews and other research methods, try the language features, language function type analysis to explore the teachers in the high school English classroom instruction language, verbal behavior characteristics, factors can be summed up some of the effects of teachers select command language, and then, on this basis, put forward some suggestions for improvement, and help teachers better given effective classroom instruction to improve teaching effectiveness and the quality of teaching. Three high school English teachers lessons, classroom observation, the study is summarized in the following aspects of the teachers classroom instruction language: (1) language features, teachers tend to use please verbs want ... the let's ... . vocabulary to express; Sentence vast majority of very little use of the simple sentence, complex clauses; verification of multi-use repetition and understanding the discourse. (2) in the command, request, it is recommended that the three types of language features, commands use up, reflects three potential attitude of teachers to students than those majesty. (3) direct and indirect speech acts, the use of direct instruction far more than indirect instruction. Teachers 'factors (personality, teaching philosophy, etc.), the content of teaching and the classroom environment and other factors will affect the choice of teachers' instruction. The study suggests that: a clear, concise, easy to understand, and at the same time reflects the attitude of the teachers of students with equal respect classroom instruction is usually the best instruction language teaching. It is not only the teaching activities carried out smoothly, but also to provide students with the opportunity to use the target language to communicate in a real context, to better facilitate students' language acquisition. Quality teacher instruction language triple significance. On the basis of the description of the study, this paper also proposed for the high school English teachers improve classroom instruction language, hoping to be helpful for English teaching practice.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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