教師課堂指令用語——基于高中英語課堂的研究.pdf

1、南京師范大學(xué)碩士學(xué)位論文教師課堂指令用語——基于高中英語課堂的研究姓名：劉曉琳申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：英語課程與教學(xué)論指導(dǎo)教師：劉學(xué)惠20080501AbstractInstructionaldirectives(10s)arespeechactsbywhichteachersgettheirstudentstodothingsinclassWhethergivingeffectiveinstructionaldirectivesisb

2、elievedtoaffectstudents’taskcomprehensionandperformanceSothestudyonteachers’instructionaldirectivescanshedlightonteachingpracticeThisstudypurposestodescribeinstructionaldirectivesinEFLclassroomsintermsoffunctionaltypes，s

3、yntacticstructures，mediationalfeatures(howteachersfacilitatestudents’learningthroughinteraction)；andtoexaminetheeffectofIDonstudents’taskcomprehensionandperformancesThedatabaseistherecordingtranscriptionof9EFLclassesinhi

4、ghschoolsplusstimulatedrecallinterviewsThemajorfindingsinclude：1)therearefourfunctionaltypesofinstructionaldirectives：puredirections，directionplusexplanation，directionplusemphaticrepetitionanddirectionpluscheckup，butther

5、atioofpuredirectionismuchhigherthanthatoftheotherthreetypes；2)sentencestructuresusedininstructionaldirectivesinclude：a(rou)VP(please)，bLet“sandabbreviatedinstructionaldirectives；CCouldyou彳Canyou／Wouldyou7，ddeclarativesan

6、ddeclarativetagquestionTheratioofthefirsttwostructures，whicharecategorizedasdirectlos，arehigherthanthelattertwocategorizedasindirectlos；3)fourmediationalfeaturesarefoundoutinthepresentstudy：creatingrelevantcontext，guidin

7、gstrategies，affectivesupportandprovidingresourcesThesefeaturesareallfoundtofacilitatestudentsincomprehendingthelosandperformingthetasks；4)theclearerthelosareandthemorerelevantthecontextisthebetterthestudents’taskcomprehe

8、nsionandperformance，thisisthecasebothwiththehigherachieversandthelowerachieversofEnglishlearningHoweverwhenfacingimproperlos，students’taskcomprehensionandperformanceareunfavorablyaffected，whichmayresultintheirdifficultyt