中文摘要：教师课堂指令语作为教师话语的重要组成部分，在英语课堂中引导学生理解教学内容方面发挥着重要作用。本研究旨在研究中山大信学校英语课堂教师指令语的运用情况。本研究基于可理解的输入假设和言语行为理论，通过课堂记录，观察，对本校5位教师使用的教师指令语进行分析和归类，归纳出小学英语课堂教师指令语的形式和功能。本研究还设计了针对学生的问卷调查，以了解对教学指导的态度和期望。

本研究试图找出教师指令语方面存在的一些问题，并针对这些问题提出一些解决的建议。结果表明，教师指令语有三种主要结构：（1）祈使句（2）陈述句（3）疑问句。主要功能有：（1）命令（2）建议（3）要求。 存在的问题有：（1）单一形式的教师指令语（2）教师指令语旨意不清晰（3）教师指令语不规范（4）教师指令语冗长（5）语速过快。本研究为教师提供了一些有效优化教师教学指导的建议：（1）用不同形式的教师指令语;（2）使用旨意清晰的教师指令语;（3）准确运用教师指令语;（4）使用简单易懂的教师指令语 （5）语速适中

关键词：教师指令语；小学英语课堂； 使用现状

 

Contents

Acknowledgments

Abstract

中文摘要

1. Introduction.1

2. Literature review  4

2.1 Selected review of related studies 4

2.1.1Definitions of instructional directives.4

2.1.2 Structures of instructional directives5

2.1.3 Functions of instructional directives6

2.2 Theoretical perspectives.7

2.2.1 Comprehensible input theory7

2.2.2 Speech act theory. 8

3. Research Design10

3.1 Research Questions and Objectives .10

3.2 Research Participants11

3.3 Research Methods.11

3.3.1 Literature research method.11

3.3.2 Classroom observation12

3.3.3 Questionnaire survey12

3.4 Research Procedure.12

4. Results and Discussion14

4.1 The structures of teachers’ instructional directives14

4.1.1 Direct instructional directives15

4.1.2 Indirect instructional directives16

4.2 The functions of instructional directives19

4.2.1 Giving instructional directives by command.19

4.2.2 Giving instructional directives by suggestion21

4.2.3 Giving instructional directives by request22

4.2.4 Summary.23

4.3 Attitudes and expectations of students.25

4.3.1 Students’ understanding of teacher’s instructional directives.25

4.3.2 Students’ feedback of teacher’s instructional directives25

4.3.3 Students’ expectation of teacher’s instructional directives.28

5. Conclusion.30

5.1 Existing problems30

5.1.1. The single structure of instructional directives30

5.1.2. Unclear instructional directives30

5.1.3. Non-standard instructional directives31

5.1.4. Redundant instructional directives31

5.1.5. Speak ​​too fast.32

5.2 Suggestions for teachers32

5.2.1 Use various structures of instructional directives32

5.2.2 Use clear instructional directives 33

5.2.3 Use accurate instructional directives33

5.2.4 Use simple instructional directives34

5.2.5 Use appropriate speech speed34

5.3 The limitations of the study34

References35

Appendixes37