小學(xué)英語(yǔ)教師課堂指令語(yǔ)的調(diào)查研究.pdf

1、學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位敝儲(chǔ)躲觸日期：2糾忤歲同)口日學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)

2、文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)校可以向國(guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學(xué)位論文屬于保密論文，密級(jí)：——保密期限為一一年。學(xué)位論文作者簽名：日期：汐f憚肛日指導(dǎo)教師簽名：砂轟塑日期：列中矗弘AbstractAbstractInstructionaldirectives，asanimporta

3、ntpartofteachertalk，endowwitheffectiveteachingfunctionandplayanessentialroleinguidingstudents’taskinEnglishlearningclassTeachersuseinstructionaldirectivestodisciplinestudents’behaviorandexplainteachingcontentandprocedure

4、swhichareconnectedwithrelevanttasksandactivitiesEffectiveinstructionaldirectivescannotonlybeusedtoorganizeteachingandlearningactivities，butalsoprovidecommunicationopportunitiesinreallanguagecontext，whichhavepositiveimpac

5、tonstudents’languageacquisitionSoifteachersmakeuseofinstructionaldirectivesaccordinglyandskillfullytheseinstructionscanhelpstudentsfinishtheirtasksaccuratelyandlargelyimprovetheteachingandlearningefficiencySothatstudents

6、willacquiretargetlanguagebeaerthroughvariouskindsofinteractivetrainingsintheEnglishclassThestudytakesspeechacttheorycomprehensibleinputhypothesisandmediatortheoryasitstheoreticalfoundation，aimsatgainingtheconcretemateria

7、lswhichreflecttheusageofinstructionaldirectivesinprimaryschoolthroughobservationandmakingrecordsandtryingtofigureoutthecharacteristicsoflinguistics，formationandpragrnaticsofinstructionaldirectivesusedinEnglishclassesinpr

8、imaryschoolbycategorizingandanalyzingrelevantstatisticsInordertogatherthematerialswhichexhibitideasfromusersandlearnersthemselves，thestudyalsodesignssurveyswhosepurposesaretogetageneralunderstandingofexpectationsandattit

9、udestowardinstructionaldirectivesfromteachersandstudentsatrandomBasedontherelevantfindingsofpredecessors，thisstudyfindssomeproblemsexistedintherealteachingsituation：theoveruseofcomprehensionandverification，teacherslargel

10、ydependonusingPPTtopresenttheinstructionaldirectives，thespeedofexpressingordersistooquickandSOonbyobservation，conductingsurveysandanalysisandcompareofthematerialgatheredInordertosolvethesequestions，thisstudyalsoputsforwa

11、rdsomesuggestionsincludingtheformofinstructionaldirectivesshouldbebriefandeasytounderstandandteachersshouldaccuratelyevaluatetherealleveloftheirstudentsSoafteranalysisandgeneralization，thepurposesofthisstudyaretoimprovet