This thesis presents findings from study in teachers’ instructional language in primary classrooms. Causal modeling was used to examine how primary students’ language ability interacted with pace and redundancy of instructional language during an expository science lesson to explain students’ attention and learning. The main purpose of this study was to test an exploratory causal model relating primary students’ receptive language ability, pace and redundancy of a teachers’ instructional language. Teachers’ great awareness of improving talking skills in classroom is expected, so as to offer students an active and creative conditions in classroom. Information are obtained from Journals ,scientific papers, monographs as well as some research paper published on Internet. Results gained from this study shows that well-designed instructional language can lead students to higher and more meaningful achievement.

1. INTRODUCTION
2. THE CONCEPTUAL THEORIES OF THE RESEARCH
3. ANALYSIS OF VARIOUS IDEAS ON THIS RESEARCH
4. DISCUSSION
5. CONLUSION

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