A Study On Politeness Strategy Of Teachers' Language In College English Teaching

Teachers'language is one important part in college English teaching.Since 1970s,lots of foreign scholars have been studying teachers'language,whose study focused on analyzing the types of teachers'language in language teaching and studying the teachers'language of specialized course in college.Recently,our domestic scholars have been paying attention to the artistry of teachers'language.But,generally speaking,our studies had relatively narrow field of vision and lacked theoretical guidance.Teachers'language is a language that is applied in a concrete context.Politeness is regarded as a powerful strategy in dealing with interpersonal interaction.Politeness is a character and strategy of teachers'language.Based on Lakoff's Polite Model,Leech's Politeness Principle,and Brown & Levinson's Politeness Theory,this thesis aims to analyze politeness in teachers'language under classroom context.Politeness is a dynamic and interpersonal activity rather than a rigid and logical concept.Whether polite or not,it is a matter of subjective judgment based on the participants'perception under certain context.So,when we research on politeness in teachers'language,we have to connect it with classroom context,and take many factors into consideration,including their relationship,the speech contents and the hearers'elements.The present study will discuss politeness in teachers'language from the following six parts.Part One begins with a general introduction of teachers'language and review of politeness study.Part Two lays a theoretical foundation for the thesis.Based on Lakoff's Polite Model, Leech's Politeness Principle and Brown & Levinson's Politeness Theory,in the following parts, the thesis focuses on politeness in teachers'language from the pragmatic point of view. Part Three presents the illustration of politeness and teachers'language.Part Four describes the experiment in detail.From the selection of the subjects to the design of the questionnaire,we collected and analyzed the first-hand data,and got the conclusion that Chinese teachers and native teachers showed differences in the using of politeness strategy.Besides,students with different levels showed different needs in face desire.Part Five analyzes politeness strategies of three different teachers'language in classroom context,based on the data we got in the previous part.Part Six expounds the pedagogical implications and limitations of this study.Many scholars have done studies about politeness for several decades,in many concrete contexts, including classroom context.However,to do research from the perspective of the whole teachers'language is a new attempt with great significance.On one hand,this study on politeness is from a new perspective;on the other hand,the new teaching methods proposed in this paper will be very helpful in classroom teaching.The last part is the conclusion.