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Chapter Two Literature Review
2.1 Theories on Politeness
Politeness，as a social phenomenon, has been observed in all languages and inall cultures. It plays an important role in human communication activities. However，ithas not yet attracted researchers' attention until the 1970s. Grice assumed thatunderlying verbal exchange there were some cooperative principles that enabledeffective communication^. However，the majority of natural conversations do notproceed in accordance with the principles at all. Thus Brown and Levinson claimedthat one powerful motive for not talking principle-wise was the desire to giveattention to face. They put forward the first influential theory concerning politeness:the face theory. They developed the notion of ‘face，，which is derived from thatGoffman and claimed that people cooperate in maintaining face in verbal interaction[习.They also distinguished ‘face’ into positive face and negative face and furthersummarized five politeness strategies to protect face or minimize the potential threatto face. Later, Lakotf established his politeness theory with three rules of politeness:doiVt impose, give options and be friendly. In the following three decades, along withthe rapid movement towards pragmatics, a lot more researchers shifted their attentionto the phenomenon of politeness and have set up their own theories in this field,among which Leech's theory of politeness principle is the most famous one. Leechput forward politeness principle to explain motivations for people to violate Grice’scooperative principle.
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2.2 Studies of Teachers' Language from a Pragmatic Perspective
Classroom communication, as a special type of interaction，interests manyresearchers. Long before the existence of pragmatics, lots of scholars have realizedthe important role of teachers' language in improving teaching efficiency and havestarted to study teachers' language. Flanders[i3] defined teachers' language as "speechacts by the teacher which occur in the context of classroom interaction". However，most researches between the1970s and the 1980s focused on the linguistic aspects ofteachers' language. For example, Henzl noted lexical, phonological andgrammatical modifications in teachers’ language. ChaudiW revealedcharacteristics of teachers，language in terms of speech sounds, vocabulary，syntaxand so on. Hakansson'^^' generalized features of teacher talk, including repeating,speaking slowly，using pauses, changing pronunciation, modifying vocabulary，modifying grammar, etc. Nevertheless，"it still remains unclear what constitutes theoptimal teacher talk, and on what basis teachers make their modifications" Ellis. Asa result of the failure to find out a most successful teaching method by describingteachers' language grammatically, the focus of researches began to shift to investigatewhat actually happened in classrooms.
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Chapter Three Theoretical Framework.........14
3.1 Definition of Face and Face Threatening Act (FT A).........14
3.1.1 Definition of Face.........14
3.1.2 Definition of Face Threatening Act (FTA).........15
3.2 Strategies for Doing FTAs.........16
3.3 Linguistic Realizations of Politeness Strategies.........18
3.3.1 Positive Politeness Strategies.........18
3.3.2 Negative Politeness Strategies.........21
Chapter Four Analysis of Students' Feedback.........24
4.1 Data Analysis.........24
4.2&
