基于礼貌原则的高中英语教师课堂话语分析——以眉山中学为例

17, p. 159) took Brown and Levison’s politenessstrategies as the basis to study and found that teachers’ discourse often threatensstudents’ negative face in the class. He believes that this is caused by the unequal statusand rights between teachers and students in the class. Accordingly, in the classroom,teachers are supposed to use more positive and negative polite strategies to reduce facethreaten to students.

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Chapter Three Theoretical Framework.....................................23

3.1 The Definitions of Politeness...........................23

3.2 Politeness Theories.....................................25

Chapter Four Methodology..........................................35

4.1 Research Questions.................................35

4.2 Research Participants..................................36

Chapter Five Results and Discussion...................................47

5.1 The Application of Politeness Principles in Senior High School English Teachers'Classroom Discourse.....................47

5.2 The Comparisons of Politeness Principles Used in Senior High School Male andFemale English Teachers' Classroom Discourse........................60

Chapter FiveResults and Discussion

5.1 The Application of Politeness Principles in Senior High SchoolEnglish Teachers’ Classroom Discourse

For the first question, the research will answer it from two aspects. First of all,the researcher will use Excel tables to present the frequency as well as the proportion ofeach maxim of Leech’s politeness principle used in senior high school English teachers’different types of classroom discourse. Secondly, some representative examples aboutthe specific situation of six maxims of Leech’s politeness principles used in senior highschool English teachers’ discourse will be extracted to show the specific application ofleech’s politeness principle in teachers’ discourse.

To begin with, according to the data of classroom observation, the followingtable and figure are carried out to present the frequency and proportion of each specificmaxim of Leech’s politeness principle used in teachers’ different types of discourse.Through this table, the researcher expects to show readers which polite maxim isdominantly used by teachers to students and where will these utterances based on six politeness maxims appear in what kind of teachers’ classroom discourse (classroomopening and closing words, classroom explanation words, classroom instruction words,classroom management words, classroom question words, and classroom evaluationwords).

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Chapter SixConclusion

6.1 Major Findings of the Research

This research mainly intends to investigate the Leech’ politeness principles usedin senior high school English teachers’ classroom discourse. Through classroomobservations of 12 classes, radio recordings, transcriptions of teachers’ classroomdiscourse, interviews to six teachers, and questionnaire surveys to 343 students, thisresearch answered and explored the three research questions. The major findings are asfollows.

First of all, according to the results of classroom observation and transcriptions.We can conclude that there are six polite maxims (tact maxim, generosity maxim,agreement maxim, approbation maxim, modesty maxim and sympathy maxim) followedby the researched English teachers’ classroom discourse. Among these maxims, the tactmaxim of Leech’s politeness principle is the most frequently used maxim in observed 6teachers’ classroom discourse. Among the tact maxim, there are five specific situationsthat teachers have applied tact maxim in their discourse. They are greetings to studentsbefore teaching; Using general interrogative questions like “could you…/would you liketo…/will you…?” to give instruction, Using “imperative sentences + please” instead ofdirect directive discourse; Using hedges to reduce the imposition and absoluteness ofcommanding words; Appreciate to students when they answer the given questioncorrectly or thank for students