Abstract
Teachers’ directives play an important part in English classes. Good use of teachers’ directives can stimulate the enthusiasm of students. As the new curriculum standard has been established, the English teaching researches in China have been transferred from those simple researches mainly on teachers into student-oriented tasks. Taking use of the chance to be a student teacher in Jianhu Junior Middle School, the researcher takes eight-grade junior-middle-school English learners as the subjects to collect the needed data and information by the questionnaire, observation and interview. Then studies their preferences to teachers’ different directives as research content, aiming to help the teachers use teachers’ directives more effectively.
First, on the basis of previous studies, combing personal understanding, the researcher re-divides the exiting teachers’ directives into six types. Then three questions are designed to investigate the Eight-grade Students' Responses to Their Teachers' Discourse:(1)What’s the proportion of six types of teachers’ directives? (2)What are the kinds of students’ responses to teachers’ directives? (3)Do the junior-middle-school students have any preference to six types of teachers’ directives?
In the next, the present researcher summarizes types, students’ responses and students’ preference of teachers’ directives on the basis of data and information. In the last part, the researcher studies these data carefully and puts forward the following four rules: firstly the speaking speed should be changeable and the intonation should be undulate. Secondly, try teachers’ best not to use any long words which are hard to understand. Thirdly, use more consultative directives than commanding directives. Fourthly, the answer to the question should be open and the difficulties should have levels.
Keywords：teachers’ directives; students’ responses; students’ preferences
Contents
Abstract
摘要
1Introduction1
1.1 General description of the research.1
1.2 Significance of the present research1
1.3Constructionofthe research.2
2 Literature review.3
2.1 Definition of teachers’ directives 3
2.1.1 Classification of teachers’ directives4
2.1.2 Theoretical foundations for present research5
2.2 Innovation of the present research.6
3 Methodology.7
3.1 Research purposes7
3.2 Research questions.7
3.3 Research design.8
3.3.1 Subject.8
3.3.2 Research instruments8
3.3.3 Data collection.9
4 Results and discussion11
4.1.Results11
4.2 Discussion.13
5 Conclusion.16
5.1 Major findings16
5.2 Suggestion.17
5.3 Limitations of the Present Research19
5.4Suggestions to Future Researches20
Reference21
Appendix22
