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- 3-4
- Abstract4-7
- Introduction7-8
- Chapter One Literature Review8-24
- 1.1 Backgroud study8-12
- 1.1.1 The definition of instructional directives8-9
- 1.1.2 The importance of instructional directives9-10
- 1.1.3 The functions of instructional directives10-12
- 1.2 Contemporary Studies12-20
- 1.2.1 Related theories and studies in foreign countries12-16
- 1.2.2 Related studies in China16-20
- 1.3 Action Research20-24
- 1.3.1 The definition of action research20-21
- 1.3.2 The importance of action research21-22
- 1.3.3 The functions of action research22-24
- Chapter Two The Investigation24-31
- 2.1 Research questions24
- 2.2 Subjects24-26
- 2.2.1 Research context24-25
- 2.2.2 Participants25-26
- 2.3 Research methods26-27
- 2.4 The procedures of action research27-31
- 2.4.1 The action research27-29
- 2.4.2 Classroom observation29
- 2.4.3 The interviews29-30
- 2.4.4 The research journals30-31
- Chapter Three Data Analysis and Findings31-43
- 3.1 The current situation of the primary school English teachers' IDs31-33
- 3.1.1 The percentage of both English and Chinese IDs31-32
- 3.1.2 The vocabulry and sentence pattern of teachers' IDs32-33
- 3.1.3 The characteristics of teachers' IDs33
- 3.2 The classifications and functions of the English teachers' IDs33-36
- 3.2.1 The classifications of IDs33-35
- 3.2.2 The functions in terms of the classifications of English teachers' IDs35-36
- 3.3 The problems and solutions through action research36-43
- 3.3.1 The existing problems36-39
- 3.3.1.1 The combination of both Chinese and English IDs37
- 3.3.1.2 The mistakes of IDs in the aspect of grammaticalusages and syntactical patterns37-38
- 3.3.1.3 The miatch of understanding between teacher and students on some IDs38-39
- 3.3.2 Working together on solutions39-43
- Chapter Four Discussions43-50
- 4.1 IDs applied to the Engish teaching43
- 4.2 Suggestions43-47
- 4.2.1 Applying IDs as an important part of target language input44-45
- 4.2.2 Promoting the interactions between the teacher and students45-46
- 4.2.3 Stimulating students' participation46-47
- 4.3 The implication for teachers' professional development47-50
- 4.3.1 The accumulation of linguistic knowledge and relevant usages47-48
- 4.3.2 Teachers' attitude48-50
- Conclusion50-51
- APPendix51-55
- Acknowledgements55-56
- Bibliography56-59
- 攻读学位期间探讨成果59-60