| 摘要 | 第1-4页 |
| Abstract | 第4-7页 |
| Introduction | 第7-8页 |
| Chapter One Literature Review | 第8-24页 |
| ·Backgroud study | 第8-12页 |
| ·The definition of instructional directives | 第8-9页 |
| ·The importance of instructional directives | 第9-10页 |
| ·The functions of instructional directives | 第10-12页 |
| ·Contemporary Studies | 第12-20页 |
| ·Related theories and studies in foreign countries | 第12-16页 |
| ·Related studies in China | 第16-20页 |
| ·Action Research | 第20-24页 |
| ·The definition of action research | 第20-21页 |
| ·The importance of action research | 第21-22页 |
| ·The functions of action research | 第22-24页 |
| Chapter Two The Investigation | 第24-31页 |
| ·Research questions | 第24页 |
| ·Subjects | 第24-26页 |
| ·Research context | 第24-25页 |
| ·Participants | 第25-26页 |
| ·Research methods | 第26-27页 |
| ·The procedures of action research | 第27-31页 |
| ·The action research | 第27-29页 |
| ·Classroom observation | 第29页 |
| ·The interviews | 第29-30页 |
| ·The research journals | 第30-31页 |
| Chapter Three Data Analysis and Findings | 第31-43页 |
| ·The current situation of the primary school English teachers' IDs | 第31-33页 |
| ·The percentage of both English and Chinese IDs | 第31-32页 |
| ·The vocabulry and sentence pattern of teachers' IDs | 第32-33页 |
| ·The characteristics of teachers' IDs | 第33页 |
| ·The classifications and functions of the English teachers' IDs | 第33-36页 |
| ·The classifications of IDs | 第33-35页 |
| ·The functions in terms of the classifications of English teachers' IDs | 第35-36页 |
| ·The problems and solutions through action research | 第36-43页 |
| ·The existing problems | 第36-39页 |
| ·The combination of both Chinese and English IDs | 第37页 |
| ·The mistakes of IDs in the aspect of grammatical usages and syntactical patterns | 第37-38页 |
| ·The mismatch of understanding between teacher and students on some IDs | 第38-39页 |
| ·Working together on solutions | 第39-43页 |
| Chapter Four Discussions | 第43-50页 |
| ·IDs applied to the Engish teaching | 第43页 |
| ·Suggestions | 第43-47页 |
| ·Applying IDs as an important part of target language input | 第44-45页 |
| ·Promoting the interactions between the teacher and students | 第45-46页 |
| ·Stimulating students' participation | 第46-47页 |
| ·The implication for teachers' professional development | 第47-50页 |
| ·The accumulation of linguistic knowledge and relevant usages | 第47-48页 |
| ·Teachers' attitude | 第48-50页 |
| Conclusion | 第50-51页 |
| APPendix | 第51-55页 |
| Acknowledgements | 第55-56页 |
| Bibliography | 第56-59页 |
| 攻读学位期间研究成果 | 第59-60页 |
