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6.3 Implication of the Research
　　During the process of examining the teacher directives, the research finds that directiveseven used by the distinguished teachers show limited linguistic variety. That means all theteachers issue directives habitually. Although their directives are effective for the students, butconsidering that the teacher directives uttered in the EFL classroom is also an opportunity forthe students to take target language input, the researcher believes that directives with simpleforms are not enough. Therefore, variety of the teacher directive is advocated because variousforms of directives can provide students more chance to learn more language.As to the relationship between the teachers and the students, the large amount of thedirectives using direct strategy indicates that in China, teacher-centered teaching model ishighly rooted even in the distinguished teachers' classroom. The teachers still tend todominate the class and the students have little opportunity to negotiate the meaning with theteachers. It is not good for the learner's language acquisition. With the development of thedemocracy and the reforms of the education, the teaching model can be changed graduallyand teacher and students talk can be totally different.Teacher directive is still restrained in a small context. If wider context can be included inthe classroom, the relation between the teacher and the students, the choice of the directivesby the teachers may change a lot.During the process of the research, only the sound material is documented and transcribed.But while watching the video, it is not hard to find sometimes there still exists other way ofdirecting the students, such as the gesture or face expression and so on. The whole directivesystem is consisted of sound directives and the complex body language or some other ways.In the future research, more attention should be on the non-verbal language.Finally, one point needs to mention, in China, only the second language classrooms areexamined, other courses classrooms are ignored, such as the math class, Chinese class and soon.
　　

6.4 Limitation of the Research
　　Due to the difficulty of accessing the real classrooms in the senior high school, thetranscriptions of the classrooms are limited to the distinguished teachers' classrooms selectedrandomly from the teaching competition. So the research scope is comparatively small and thechoices of samples are limited, failing to reflect the general situation of the real classrooms inChina. Because of the restrain of the space, it is also difficult to know the detailed informationabout the teachers whose backgrounds also influence the choice of directives in theclassrooms. What is more, by watching the CD, the researcher can only conduct classroomobservation and has no chance to do interview and use questionnaire to supplement theresearch.As to the tool used in the research, analytical tool only is not enough for doing classroomdiscourse analysis, tools which can transcribe the sound into words are a must, because thetranscriptions of classroom by hand is really a hard and time-consuming work. Therefore,more tools with new technology should be applied in the research to give an aid.