4。3。3 Redundant expression14

5。 Conclusions 16

References 17

Appendix。。18

Chapter 1 Introduction

This chapter first proposes the background of the study。 Then the significance is also discussed to explain why this area should be emphasized。 The final part shows the structure of this thesis project。

1。1 Background of the study

It has been more than fifteen years since the Ministry of Education implemented the curriculum reform in 2001。 The new curriculum reform proposes the learner-centered principle in class。 English learning is significant in schools, and teacher talk (TT) in class plays an important role in affecting the behaviors of students。 Therefore, it is of much importance to study TT。 TT is the language used by teachers to give information and knowledge in the class。 It is also the main source of students’ language input。 Recently, there have been many researches focusing on the TT。 TT consists of many aspects, such as culture input, questioning, feedback, instructions, meaning consultation and etc。 The scholars both at home and abroad have done many researches on questioning, culture input, feedback and etc。 However, the studies on classroom instructions (CI) are fewer than those of other aspects。 This thesis is concerned with the CI of English educational students in Zhejiang province。 Foreign scholars such as Ur (1996); Parrott, (1993); Harmer, (1998) mainly emphasized the principles of giving CI。 In addition, Tusi (1994) and Hughes (1993) separately discussed CI from the view of speech act theory, classification and functions。 Recently, many Chinese scholars have gradually started the researches of CI, such as Zhu Donghua (2006), Guo Linhua (2005), and etc。 There are few studies focusing on the sentence structure and functions of CI in the EFL class。 

CI is used by teachers to communicate with their students in the EFL class。 Only when the accurate instructions are given can students have a better comprehension of the expression of teacher and finish the tasks well。 Thus, there is necessity to study more on CI。 There have been many researches on the CI of university classrooms, middle school and primary school。 But few of the scholars analyze the CI of English educational students。 There are many reasons leading to the ignorance, but it will not be discussed here。 It is also significant for English educational students who are going to be teachers in the future to master CI。 This thesis is going to talk about the strategies of CI that English educational students in Zhejiang province take in the competition。

1。2 Significance of the study

In foreign language class, English is not only the teaching target, but also the medium of directives in the class。 Teachers give knowledge and skills in the class。 They also use English as instructions to explain, to express their ideas, to communicate with students。 Therefore, TT in the English class is vital for students to learn new knowledge and competence and to revise the knowledge they have acquired before。 

CI as an essential part of TT, is significant in the EFL classroom。 It is used by teachers to implement teaching goals and functions。 It is a speech act which teachers use to give command, request and suggestions to students。 It is also the language used for explaining procedures of class tasks。 There is double significance of effective CI according to related study: (1) Organizing class activities, giving information and procedures of these activities and keeping class order。 (2) Providing chances of communication for students in real circumstance with target language。 In another word, by giving effective CI, it is easier for teachers and students to communicate with others, finishing tasks successfully and realizing teaching functions fully。

On the other hand, there have been many studies on the CI of teachers from different grades and schools。 But there are fewer researches about the CI of English educational students (EES)。 EES, who are going to be teachers in the future, are not as experienced as good teachers in giving effective CI。 So there is necessity for them to master the knowledge and skills of giving effective CI。 In a word, the significance of this study emphasizes on developing the concern of EES on the CI and helping them normalize their techniques of organizing class and promote students’ language input。