With the continuous development of modern educational technology and methodology, the role of teachers in the classroom is also gradually changing. Among them, the instructional directives of teachers, as a tool for classroom management and student guidance, are increasingly valued by educational scholars and practitioners. This article mainly focuses on college English classrooms, deeply analyzing the functional and mediational features of teachers' instructional directives, as well as various factors that affect their choices. In addition, through a detailed interpretation of actual teaching cases, we further reveal the key role that teachers’ instructional directives play in effectively promoting student learning, managing the classroom, and establishing good relationships with students. The research results not only provide valuable references for English teaching, but also provide useful insights for educational practices in other disciplines and fields.

Liu Xiaolin. The Functions and Mediational Features of Instructional Directives in College English Classroom. International Journal of New Developments in Education (2024), Vol. 6, Issue 9: 135-140. https://doi.org/10.25236/IJNDE.2024.060920.

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