A Study On The Politeness Strategy Of Teachers' Feedback Language In The Interaction Of Chinese As A Foreign Language

Politeness strategies play an important role in human daily communication,which is the basic norm in human communication. Meanwhile, teaching Chinese as a second language classroom as a main place where teacher-student communication and interactions happen, is also suitable for use politeness strategies. The teacher feedback as an important component part of teacher talk in class, which can ensure correct information, correct wrong information, intensify learnt knowledge, create a light and harmonious atmosphere in the classroom and so on. This thesis tries to investigate the application of politeness strategies in teacher feedback in teaching Chinese as a second language context.Based on the analysis of enormous literature and great interest in the thesis, the research takes the face theory, the politeness theory and politeness strategies as the theoretical foundation. The thesis studies from one aspect of the teacher talk--teacher feedback to students’ performance in the teaching Chinese as second language classroom interaction. By means of classroom observation, lecture transcription and questionnaires, summarizes the types of teacher feedback, analysis the politeness awareness of teachers and the politeness strategies adopted by teachers in their verbal feedbacks. Meanwhile, explores the influence on students’ affection and teacher—student interaction. The study subject of the thesis is four Chinese language teachers and 120 foreign students from Yunnan Normal University. The process of collecting data is by classroom observation, lecture transcription and questionnaires.Then the collected data is analyzed through statistical software SPSS17.0 version.The results of this study present us: There are three types of feedback teachers frequently apply, they are evaluative feedback, discourse feedback and corrective feedback. The most type of teachers use is evaluative feedback, while the use of discourse feedback and corrective feedback are different among different teachers.Most teachers are aware of the students’ face needs, and they can make use of politeness strategies appropriately to protect students’ face needs. But some teachersare weak in using the politeness strategies effectively and flexibly. The study found that the Chinese language teachers employ four types of politeness strategies:plainspoken strategies, positive politeness strategies, negative politeness strategies,argot politeness strategies. The threatening degree of this four politeness strategies are decreased successively. The results show us that teachers use politeness strategies appropriately in teacher feedback can have a positive impact on students’ affection,such as confidence, motivation, attitude, language anxiety. Besides, the appropriate usage of the politeness strategies in teacher feedback is benefit for teaching and studying,encouraging students to take part in the class interaction. The study will be benefit for Chinese language teachers to realize the importance of politeness strategies in their classroom teaching, and it can help teachers and students improve their conscious of politeness in teaching and learning the second language. Finally,improve the quality of teaching Chinese as second language teaching.