Full Text(PDF, 175KB) PP.107-111
Monireh TaghiPour Masoumei, N. Ghafouri, B. Behnam
oral instructions which constitute the core aspect of teacher talk. In order to describe and define teachers’ instructions fully, the whole data were analyzed in terms of six categories. At first instructions were analyzed regarding ‘syntax’, ‘quality’, ‘content’ and ‘recipient’ features based on Atwater and Morris’s (1988) study. Next, in order to reveal the types of classroom acts, these instructions were searched relying on Sinclair and Coulthard’s (1975) taxonomy of classroom acts. As the last step, teachers’ instructions were analyzed in order to bring out the types of speech acts they may convey relying on Searle’s speech act categories (1975). Data analysis indicates that the most frequent syntactic form usage is ‘direct imperatives’ (42%). Positive instructions are determined to account for 94% of the total teachers’ oral instructions. Also the results indicate that 97% of instructions are task-related. Regarding the addressee(s) of the teachers’ oral instructions, the most frequent one is the whole class instructions. Through instructions, the most frequently used classroom act type is ‘directives’ with the percentage of 84%. As for the speech acts, commanding (52%), constitutes the most repetitive speech act type in this study. The results of the study may be shared with the novice teachers and may shed light on their choice of using some structures in their talk while addressing to their learners. In addition all the assessments compiled for this study and the similar studies, may be given in in-service trainings.