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........ 41
    4.3 Description of the Analytical .......................... 41
    4.4 Research Methods.......................... 41-42
　　4.5 Procedure ..........................42-46

　　
Chapter Six Conclusions

 

As a channel to organize the class, to manage the class, teacher directive plays a crucialrole in the whole process of teaching and learning. It is generally believed that the quality ofthe teacher directives not only affects the teachers' teaching effect, but also is closely relatedto the students' performance in the EFL classrooms. Therefore, the research on the teacherdirective has significant meaning. First, through the investigation, the general picture of theusage of the teacher directives is clear. Contrary to the expectations, the teacher used aconsiderable amount of directives using direct strategy. It is generally believed that the moredirect the language people use, the more intrusive the people are. Is this assumption still rightin the classroom? With such question in mind, the researcher continues the research based onthe Context theory to further investigate the factors which contribute to such reality in thedistinguished teachers' classrooms. In the research, based on the Besty Remes's classificationof context, from the anthropological perspective, social, interactional and the individualfactors are all taken into account, trying to find out the reasons why such situation happenedin the EFL classroom, even in the distinguished teachers' classrooms. Learning the contextualfactors which restrain the using of the teacher directive in a certain way can facilitate theteachers and the students to understand mutually. In addition, this phenomenon that theamount of teacher's directives using direct strategy occupies a large part in the teacher talkcan be regarded as acceptable after all the factors have been found out. Otherwise, a researchon an unacceptable phenomenon must be a failure. With the aid of the analytical tool calledAntConc 3.2.4 and Blum-Kulka et al.'s CCSARP coding framework for request, all the codedtranscriptions have been analyzed with different purpose. By this way, the research hasrealized the combination of quantitative and qualitative study. Meanwhile, by this way, thegeneral survey on the use of teacher directives can be realized. In this research, all thedirectives issued by the distinguished teachers using different strategies are examinedrespectively on the level of lexis and syntax, making all the directives structurally visible.Besides the examination of the structure of teacher directives, a further investigation has beencarried out to find the how the distinguished teachers realize effective directives in theclassroom. This time, the locations in front of the directives and that behind the directiveshave been all examined and all the strategies the teachers used to ensure efficacy have becomevisible. In a word, in the whole process of researching, all the data have been examined fromboth the horizontal and longitudinal dimensions. Horizontally viewed, the data are in a wholecorpus and general information can be accessed. Longitudinally viewed, lessons have beenexamined respectively and vivid examples can be drawn to provide convincing evidence.After a brief review of the whole process of the research, the main findings will be presented.
　　

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