Chapter One Introduction
1.1 Background of the Research
Discourse analysis is a method which effectively connects theories and practices.Classroom discourse analysis is a tool for the teachers to inspect the language in their ownclassrooms or the language in their colleagues' classroom. Examining the teacher talk whichconstitutes a part of classroom discourse through discourse analysis can realize slowing downthe speed of teacher talk and further provides the teachers more time to reflect the languageuttered in the classrooms, improving their teaching performance and academic achievement.For a long time, therefore, teacher talk has been the focus of the researchers at home andabroad. But most of time, researches regarding teacher talk have been under the guidance ofSecond Language Acquisition theory. According to this theory, the quality of the teacher talkseriously influences students' learning effect, because the teacher talk in the EFL classroom isnot only a tool to convey information in the classroom, but also a medium built up betweenthe teachers and the students. Increasing attention from applied linguists has been drawn onthe study of teacher talk both at home and abroad. Christie (2017) ，英语毕业论文，英语毕业论文， a French linguist, is thefirst person who combined English as Second Language theory with Genre theory. Shecreated a brand-new perspective to view the classroom discourse and divided the pedagogicaldiscourse into two registers: the regulative and the instructional. The regulative registerpertains to "the goals and directions of the discourse" while the instructional register has to dowith the content or knowledge of instruction. The former "draws on various fields ofexperience and knowledge from beyond the school." As to the relationship between theregulative discourse and instructional discourse, Liu Yongbing (2017) assumed that theregulative discourse determines the pacing of the instructional discourse as well as the mannerin which the learning is sequenced and evaluated. In other terms, the regulative discourselargely determines the way the instructional discourse is constructed. Now, most researchersfocus on instructional discourse which is closely related to the content of language. Fewresearchers have been carried out research on the teacher directive discourse. Teacherdirective, as one of the elements among the teacher talk, constitutes an indispensablecomponent, which plays a vital role in explaining the contents and the procedure of theactivity to the students with the advocacy of task-based teaching method. Besides, the efficacyof the teacher's directives determines the effect of the students' performance in the class togreat extent. Under such background, this thesis attempts to survey the teacher directive basedon the Context theory.
1.2 Significance of the Research
From the perspective of the second language acquisition, classroom interaction has beena heated topic for the researchers and they mainly study the relationship between the secondlanguage acquisition and the classroom interaction, focusing on how the external devicedecides the internal device. That is to say, they concern on which kind of interaction canpromote the language acquisition. Among the studies of classroom interaction, teacher talk isone angle. Besides, in the second language acquisition area, it is nearly universally believedthat the quality of the teach |
