| 1. | The author builds up a mini - corpus of instructions of activities of the two course books
首先，作者将两本教材的活动指令语建成一个小型语料库。 |
| 2. | They are : no appropriate substitution , fuzziness of referent and redundant speech
另外，自我重复也是教师常用来帮助学生理解指令语的手段之一。 |
| 3. | The effective instructions will be one element to improve the students " performance
教师指令语的质量在极大程度上决定着学生在课堂上活动的效率。 |
| 4. | The author read major activities in the two course books and found that these activities reflect their features on the instructional verbs or verb phrases
作者通过阅读主要活动发现这些活动的特征能较集中的从活动指令语的动词和与其相应的名词上体现出来。 |
| 5. | They are used as search words to search the corpus . the author reads each instruction carefully and evaluates three features of activities
作者仔细阅读检索出的每个活动指令语，根据搜索词表与评估框架决定该活动的认知特点以及该活动是否具有探究或者交际特点。 |
| 6. | With more and more advocacy on task - based teaching methods in the efl classrooms in china , the importance of teacher ' s instructions adopted to explain the contents and the procedures of an activity to students is enhanced
随着对“任务教学法”应用于英语课堂上的关注程度的提高，教师指令语(在活动前，被用来解释与之相关的内容和相关操作程序的指令语。 |
| 7. | In this thesis , the author tries to conduct an initiate research on the teachers " instructions so that they obtain some significant findings for some guidance to help them in the efl classrooms of chinese middle schools
另外，优秀教师的指令语的语言形式比其他类教师的要十庇；本文中，作者就初中英语教师的指令语做了些尝试性的研究，从中获得些有意义的发现。 |
| 8. | Based on this background , the teacher needs to have awareness and skills of using effective instructions . these skills include : adjusting complex instructions into comprehensible ones , mastering the uses of its language functions and supplying a large variety of instructions
以上的关于指令语作用的表述要求教师具备做出有效指令的技能：教师既要在言语形式上将繁杂的指令语调整得简明易懂，还要提供多样的言语形式来表达指令语。 |
| 9. | This thesis will rely on previous studies of instructions on the general rules and language functions , and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms . after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers , 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china , the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ) , lexis , syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension . ( 2 ) there are about three factors that cause the ineffective instructions
本文在前人的关于教师语言的调整，指令语及其表达功能的研究基础上以何安平教授建立《中学英语教育语料库( mstm ) 》中的近17 . 7万字的子语库《英语课堂教学语料库( msee ) 》为研究语料，选择了其中30节初中英语课为研究对象，对教师指令语的言语形式及其语言功能进行了较为深入的描述分析，发现： ( 1 )在音律层面，中国中学英语教师习惯川停顿来放慢语速或在一些难词之前做停顿以便达到让学生理解的要求：词汇层面，教师惯用一些表达方式来给指令语；句法层面，教师也是尽量用简单句来简化指令语；语篇层面，初中英语课堂上教师常用一些信号词来起始解释性指令语，并少用宏观语篇标记词来帮助学生理解，但却常用微观语篇标记词来吸引学生的注意力。 |
| 10. | In addition , ellis ( 1985 ) claimed that the key of intake turning from language input is to catch the opportunities . giving the students a high quantity of instructions for a real communicative purpose is exactly a good opportunity , of which the students , especially middle school students are supposed to make use to acquire foreign language
Ellis ( 1985 )指出，在英语课堂上教师要抓住向学生输入语言亲使输入变为吸收的机会，那么，给学生提供大量的具有真实交际目的指令语就是这样一个好机会。 |
