A flexible approach should be taken to optimize the teaching process, for education does not affiliate with the rigid and inflexible systematization. From this point of view, this research was designed to clarify the characteristic features of teaching activities through the verbal analysis of the experienced teacher's instruction as well as the unexperienced student teacher's one.

The results obtained are as follows:

1) As conjectured, the instructions of experienced teachers were evaluated superior to those of student teachers by their learners, But the quality of teaching activities are not always determined by the teachers' experiences.

2) The student teachers were recognized to use more administrative functions in their teaching activities, nevertheless the effectiveness of their functions were not so high as expected.

3) The student teacher has a tendency to speak to learners, irrespective of their conditions. Consequently, the learners are not given sufficient opportunities of their contributions to the teaching-learning process, which necessarily leads to acquiescent learning.

4) The experienced teachers' administrative functions are more effective as they timely use feed back functions in their teaching activities.

As mentioned above, the verbal analysis of teachers' instructions was performed in this research, but a further study will be necessary to elucidate the meaning content of teachers' languages, because the quality of teachers' informations is considered as a key factor to the optimization of teaching activities.