leech禮貌原則在大學(xué)英語教師話語中的應(yīng)用英語專業(yè)畢業(yè)設(shè)計(jì)

本科生畢業(yè)論文冊學(xué)院XXX學(xué)院專業(yè)英語教育班級XXXX英語教育X班學(xué)生XXX指導(dǎo)教師XXXXXX大學(xué)本科畢業(yè)論文任務(wù)書編號：論文題目：Leech禮貌原則在大學(xué)英語教師話語中的應(yīng)用學(xué)院：XXX學(xué)院專業(yè)：英語教育班級：XXXX級英語教育X班學(xué)生姓名：XXX學(xué)號：XXXX指導(dǎo)教師：XX職稱：XXX論文研究目標(biāo)及主要任務(wù)本論文的研究目標(biāo)是探討Leech禮貌原則的重要作用及其在大學(xué)英語教師話語中的應(yīng)用。其主要任務(wù)是通過分析禮貌原則六條細(xì)則指導(dǎo)大學(xué)英語教學(xué)。2、論文的主要內(nèi)容本論文分為五章，第一章介紹研究的背景、意義、目的以及本文整體結(jié)構(gòu)，第二章分別介紹教師話語及Leech禮貌原則的先前研究成果，第三章討論了禮貌原則在大學(xué)英語教師話語中的應(yīng)用，第四章了概括大學(xué)英語話語中禮貌原則的特點(diǎn)，并介紹了一些禮貌策略，第五章得出了論文結(jié)論，列舉了此論文的一些不足之處，并為以后研究提出了建議。3、論文的基礎(chǔ)條件及研究路線本論文的基礎(chǔ)條件是不同的語言學(xué)家對教師話語及Leech對禮貌原則的研究結(jié)果。研究路線是對禮貌原則從不同的細(xì)則進(jìn)行詳細(xì)的闡述，并將其分別用在大學(xué)英語教學(xué)話語中。4、主要參考文獻(xiàn)Brown,P.&S.Levinson.1978.UniversalsinLanguageUsage:PolitenessPhenomena.Cambridge:CambridgeRichards,J.C.1994.ThecontextofLanguageTeaching.Cambridge:Cambridge劉潤清.1999.《論大學(xué)英語教學(xué)》.北京:外語教學(xué)與研究出版社.何自然.1997.《語用學(xué)與英語學(xué)習(xí)》.上海:上海外語教育出版社.5、計(jì)劃進(jìn)度階段起止日期1確定初步論文題目3月16日前2與導(dǎo)師見面，確定大致范圍，填開題報(bào)告和任務(wù)書，導(dǎo)師簽字3月16日-3月23日3提交論文提綱3月23日-3月30日4交初稿和文獻(xiàn)綜述3月30日-4月20日5交終稿和評議書5月8日前指導(dǎo)教師：年月日教研室主任：年月日注：一式三份，學(xué)院（系）、指導(dǎo)教師、學(xué)生各一份XXXX大學(xué)本科生畢業(yè)論文開題報(bào)告書XXX學(xué)院英語教育專業(yè)XXX屆學(xué)生姓名XXXX論文題目Leech禮貌原則在大學(xué)英語教師話語中的應(yīng)用指導(dǎo)教師XX專業(yè)職稱XXX所屬教研室基礎(chǔ)教研室研究方向語言學(xué)課題論證：從Leech禮貌原則的六條細(xì)則等方面論證禮貌原則在大學(xué)英語教師話語中的作用及其應(yīng)用。方案設(shè)計(jì)：第一章介紹研究的背景、意義、目的以及本文整體結(jié)構(gòu)，第二章分別介紹教師話語及Leech禮貌原則的先前研究成果，第三章討論了禮貌原則在大學(xué)英語教師話語中的應(yīng)用，第四章了概括大學(xué)英語話語中禮貌原則的特點(diǎn)，并介紹了一些禮貌策略，第五章得出了論文結(jié)論，列舉了此論文的一些不足之處，并為以后研究提出了建議。進(jìn)度計(jì)劃：3月16日前確定初步論文題目3月23日前寫開題報(bào)告、任務(wù)書3月30日前提交論文提綱4月20日前提交初稿和文獻(xiàn)綜述5月8日前交終稿和評議書指導(dǎo)教師意見：指導(dǎo)教師簽名：年月日教研室意見：教研室主任簽名：年月日XXXX大學(xué)本科生畢業(yè)論文評議書姓名XXX學(xué)院XXX學(xué)院專業(yè)英語教育年級（班）XXXX級英語教育X班論文題目Leech禮貌原則在大學(xué)英語教師話語中的應(yīng)用完成時(shí)間201論文內(nèi)容摘要作為一個(gè)具有道德意義的行為準(zhǔn)則，禮貌不僅維持和諧的人際關(guān)系，而且承載了人類文明。Leech的禮貌原則是語用學(xué)中一個(gè)熱點(diǎn)話題，在人們?nèi)粘Ｉ钪杏兄卮蟮囊饬x。在大學(xué)英語課堂中，教師話語發(fā)揮著非常大的作用，而禮貌原則也必不可少。很多學(xué)者從不同領(lǐng)域?qū)ΧY貌原則與教師話語做了大量研究，但是很少有人將二者結(jié)合。因此，本論文以禮貌原則為理論基礎(chǔ)探討了禮貌原則在大學(xué)英語教師話語中的應(yīng)用。在Brown&Levinson的面子理論的基礎(chǔ)上并由Leech提出的禮貌原則包含六條細(xì)則，分別是得體準(zhǔn)則、慷慨準(zhǔn)則、贊揚(yáng)準(zhǔn)則、謙虛準(zhǔn)則、一致準(zhǔn)則與同情準(zhǔn)則。而教師話語在本論文中被定義為教師們用來進(jìn)行教授英語知識，組織課堂活動(dòng)并對學(xué)生表現(xiàn)給予反饋的語言。作者運(yùn)用禮貌原則分別從六個(gè)準(zhǔn)則的角度分析了大學(xué)英語教師話語。通過研究，作者得出了一個(gè)結(jié)論：在大學(xué)英語課堂，禮貌原則在教師話語中恰當(dāng)?shù)皿w的運(yùn)用有助于師生互動(dòng)，幫助他們建立良好的師生關(guān)系，并提高可以提高學(xué)生的學(xué)習(xí)效率。指導(dǎo)教師評語年月日指導(dǎo)教師職稱初評成績答辯小組姓名職稱教研室組長成員答辯記錄：記錄人簽字：年月日答辯小組意見：組長簽字：年月日學(xué)院意見：評定成績：簽章年月日XXXX大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述LiteratureReviewPreviousstudiesonteachertalkfrombothhomeandabroadroughlyincludethefollowingaspects:amountofteachertalk,teachers’questions,teachers’feedback,andinteractionalmodification.Basedontheformerresearches,itcanbefoundthatdifferentdefinitionsofteachertalkhavebeenreachedfromdifferentperspectivesathomeandabroad.Onedefinitiongoesthatteachertalkisthelanguageintheclassroomthattakesupamajorpartofclasstimeusedtogiveclassroomdirections,explainclassroomactivitiesandcheckstudents’understanding(Sinclair&Brazil,1982).LongmanDictionaryofLanguageTeaching&AppliedLinguistics(Richards,1992)describesteachertalkas“thatvarietyoflanguagesometimesusedbyteacherswhentheyareintheprocessofteaching.Intryingtocommunicatewithstudents,teachersoftensimplifytheirspeechgivingitmanyofthecharacteristicsoftheForeignerTalkandothersimplifiedstylesofspeechaddressedtolanguagelearners”.InEllis’opinion,teachers“makeadjustmentstobothlanguageformandlanguagefunctioninordertofacilitatecommunication.Theseadjustmentsarereferredtoas‘teachertalk’”(Ellis1994:726)Tobemorespecific,SongDeyun&PanLongming(2000)defineEnglishteachertalkasfollows:EnglishteachertalkincludesclassroomEnglish,instructionEnglish,teacher-studentinteractionandteacherfeedbackEnglishwhichisemployedtoinstructEnglishknowledge,communicateandorganizeclassroomactivities.Politenessseemstobeaprevalentconceptandanimportantelementinhumaninteraction.AccordingtoRoutledgeDictionaryofLanguageandLinguistics(1996),politenessisan“umbrellatermforacombinationofinterpersonalconsiderationsandlinguisticchoicesaffectingtheformandfunctionoflinguisticinteractions”.Indifferentculturesanddifferentcontexts,politenessreferstoquitedifferentthings.Itisknownthateveryculturehasitsowncustomsandexpectation,includingthepolitenessinvolvedindailylife.Differentcultureexpectsdifferentbehaviortomeettheirpolitenesssystem.Inotherwords,peopleshouldconformtopolitenessprincipleincommunication.Leech’sPolitenessPrincipleisnotanentirelynewnotionsinceE.Goffman,P.Brown,S.Levinsonandothershaddiscussedpolitenessphenomenabeforehimintheapplicationoflanguage,suchasaddressformsinkindsoflanguages,like“你”and“您”inChinese.E.Goffmanposesthequestionoffacefromthesociologicalviewofpointintheearly1950s.Inhisopinion,communicationsbetweenpeopledoinvolvefaceworkallthetime.Faceisoneofhumanbehaviornorms,infiltratinginterpersonalinteraction.Ontheonehand,humanbehaviorisboundbyface;ontheotherhand,peoplehopethatotherstakeconsiderationoftheirface.Inordertodofaceworkwell,peopleneedcooperation.Afterall,whetherpeoplelosetheirfaceornotdependsonothers.Forthesakeoftheirownface,theyhadbetterprotectothers’face.Therefore，peopletendtodowngradethemselvesandelevateothers.Otherwise,socialinteractionwillbecomeinconceivable.UniversalsinLanguageUsage:PolitenessPhenomenawrittenbyBrown,P&Levinsonisanarticlewhichiswidelycitedintheworld.TheyinvestigatepolitenessphenomenainEnglish,akindofnativelanguageinMexicoandonenativelanguageinsouthernIndia.Andtheydiscoverpolitenessphenomenainlanguageusageareextremelycloseandregarditasacommonphenomenon.TheideaoffaceisusedonbyBrown,P&Levinsonandisdevelopedintotwotypesofface:oneispositivefacewhichdesirestowinothers’complimentonpersonality,profession,hobby,dressandsoon;anotheroneisnegativefacewhichprotectspeoplefrompersonalattack,injurytofreedomofaction,etc.Hence,politenessbehavioralsofallsintotwotypes:positivepolitenesssatisfyingrequirementsofpositivefaceandnegativepolitenessmeetingonesofnegativeface.Besides,Brown,P&Levinsonthinkthatavoidingcallingaspadeaspadeisalsoakindofpolitenessbehavior.Namely,peopleusevaguewordsnottoreachothers’faceandmakelistenersthemselvesjudgemessages.Basedontheseresearchfindings,BritishlinguistGeoffreyN.LeechputsforwardshisPolitenessPrincipleSpeechacttheory,thefirstmajortheoryinthestudyoflanguageinuse,originateswiththeOxfordphilosopherJohnLangshawAustinwhofirstdistinguishesperformativesandconstativesandofferedatheoryofIllocutionaryActin1950s,andafterwardswasimprovedbyAmericanphilosopherSearlewhosemajorcontributionisthediscoveryofindirectspeechact.Nowadays,ithasbecomeaphilosophicaltheoryandpragmatictheorythatiswellaccepted.AmericanlinguisticphilosopherH.P.GriceadvancesthatbothsideshavetoadheretotheCooperativePrincipleinordertoensurethesmoothprogressoftheconversation.Inthemeantime,whenonesidegoesagainsttheCooperativePrinciple,theotheronewillsparenoefforttoseektheConversationalImplication.However,Leechbelievesthatthesetheoriescannotexplainallphenomenaoccurringintheapplicationoflanguage.Forthisreason,hepresentshisideawhichcanaccountforlinguisticphenomenathatAustin’sandSearle’sspeechacttheoryandGrice’sCooperativePrinciplecannotexplain.SpeechacttheoryhasbeencriticizedmorebyLeechforitisdifficulttodefinethetypeofspeechactwhichdoesnogoodtopragmaticanalysis.Heconsidersspeechactisaconstantlyevolvingandongoingvariable,dependingonotherfactorsbesideslanguagefactors.ConcerningtheCooperativePrinciple,Leechthinksitjustcanrestrainwhatpeoplesayincommunicationandhowtocomprehendeachother’sconversationalimplication,whereasitcannotfullyexplainthereasonwhypeopledonotsaydirectlywhattheymean.Leech(1983:80)regardspolitenessascrucialinaccountingfor“whypeopleareoftensoindirectinconveyingwhattheymean”.HethusposesthePolitenessPrinciplesoasto“rescuetheCP”inthesensethatpolitenesscansatisfactorilyexplainexceptionstoandapparentdeviationsfromtheCP.Hence,hisPolitenessPrincipleisnotjustanadditiontoGrice’sCP,butanecessarycomplementneededforcaseswheretheCPfailstoofferareasonableexplanation.HerearetwoexamplesLeechusestostatethatthePolitenessPrincipleisnecessaryfortheCP.Onthebaseoftheseobservations,LeechproposessixmaximsofthePolitenessPrinciplewhichrunsasfollows:Minimize(otherthingsbeingequal)theexpressionofimpolitebeliefsandmaximize(otherthingsbeingequal)theexpressionofpolitebeliefs.ThesixmaximsofthePP:MaximofTact(ⅰ)Minimizecosttoother(ⅱ)MaximizebenefittootherMaximofGenerosity(ⅰ)Minimizebenefittoself(ⅱ)MaximizecosttoselfMaximofApprobation(ⅰ)Minimizedispraiseofother(ⅱ)MaximizepraiseofotherMaximofModesty(ⅰ)Minimizepraiseofself(ⅱ)MaximizedispraiseofselfMaximofAgreement(ⅰ)Minimizedisagreementbetweenselfandother(ⅱ)MaximizeagreementbetweenselfandotherMaximofSympathy(ⅰ)Minimizeantipathybetweenselfandother(ⅱ)Maximizesympathybetweenselfandother本科生畢業(yè)論文題目：Leech禮貌原則在大學(xué)英語教師話語中的應(yīng)用姓名：XXXX班級：XXXX級1班指導(dǎo)老師：XX專業(yè)：英語教育院系：XXX學(xué)院英語系完成日期：2013年5月8日TheApplicationofLeech’sPolitenessPrincipletoTeacherTalkinCollegeEnglishClassroomBYXXXProf.XX,TutorAThesisSubmittedtoDepartmentofEnglishLanguageandLiteratureinPartialFulfillmentofRequirementsfortheDegreeofB.AinEnglishAtXXXXUniversityMay8th,2013PAGEvAbstractPolitenessembodieshumancivilization,actingasonebehavioralcriterionofmoralsignificancetomaintaintheharmoniouspersonalrelationships.Leech’sPolitenessPrinciple,anessentialtopicinpragmatic,isgreatlymeaningfulinpeople’sdailycommunication.ItisalsoneededincollegeEnglishclassinwhichteachertalkplaysavitallyimportantrole.ManyscholarshavedoneagreatdealofresearchesonthePolitenessPrincipleorTeacherTalkindifferentfields,butfewofthemincorporatethePolitenessPrinciplewithcollegeEnglishteachertalk.Therefore,withatheorybasisofthePolitenessPrinciple,thisthesisprobesintotheapplicationofittocollegeEnglishteachertalk.Leech’sPolitenessPrinciple,putforwardonthebasisofBrown&Levinson’sFaceTheory,includessixmaxims,maximoftact,maximofgenerosity,maximofapprobation,maximofmodesty,maximofagreementandmaximofsympathy.AndteachertalkisdefinedasthelanguageusedbyteacherstoinstructEnglishknowledge,organizeclassroomactivitiesandgivefeedbacktostudents’performanceintheclassroom.TheauthormakesuseofthePolitenessPrincipletoanalyzeteachertalkincollegeEnglishclassroomfromtheperspectivesofthesemaxims.Throughthisstudy,theauthordrawsaconclusion:IncollegeEnglishclass,properandreasonableapplicationofLeech’sPolitenessPrincipletoteachertalkbenefitsteacher-studentinteraction,helpingthemestablishgoodrelationshipandimprovethestudents'learningefficiency.Keywords:Leech’sPolitenessPrincipleteachertalkcollegeEnglishclassroom摘要作為一個(gè)具有道德意義的行為準(zhǔn)則，禮貌不僅維持和諧的人際關(guān)系，而且承載了人類文明。Leech的禮貌原則是語用學(xué)中一個(gè)熱點(diǎn)話題，在人們?nèi)粘Ｉ钪杏兄卮蟮囊饬x。在大學(xué)英語課堂中，教師話語發(fā)揮著非常大的作用，而禮貌原則也必不可少。很多學(xué)者從不同領(lǐng)域?qū)ΧY貌原則與教師話語做了大量研究，但是很少有人將二者結(jié)合。因此，本論文以禮貌原則為理論基礎(chǔ)探討了禮貌原則在大學(xué)英語教師話語中的應(yīng)用。在Brown&Levinson的面子理論的基礎(chǔ)上并由Leech提出的禮貌原則包含六條細(xì)則，分別是得體準(zhǔn)則、慷慨準(zhǔn)則、贊揚(yáng)準(zhǔn)則、謙虛準(zhǔn)則、一致準(zhǔn)則與同情準(zhǔn)則。而教師話語在本論文中被定義為教師們用來進(jìn)行教授英語知識，組織課堂活動(dòng)并對學(xué)生表現(xiàn)給予反饋的語言。作者運(yùn)用禮貌原則分別從六個(gè)準(zhǔn)則的角度分析了大學(xué)英語教師話語。通過研究，作者得出了一個(gè)結(jié)論：在大學(xué)英語課堂，禮貌原則在教師話語中恰當(dāng)?shù)皿w的運(yùn)用有助于師生互動(dòng)，幫助他們建立良好的師生關(guān)系，并提高可以提高學(xué)生的學(xué)習(xí)效率。關(guān)鍵詞:Leech的禮貌原則教師話語大學(xué)英語課堂TableofContents1.Introduction 11.1BackgroundofTheStudy 11.2SignificanceandPurposeoftheStudy 21.3OverallStructureoftheThesis 32.LiteratureReview 52.1TeacherTalk 52.1.1DefinitionsofTeacherTalk 52.1.2TypesandFunctionsofTeacherTalk 62.2ThePolitenessPrinciple 62.2.1ThePremiseofPolitenessPrinciple 72.2.2Leech’sPolitenessPrinciple 82.2.3Leech’sPolitenessPrincipleinteachertalk 123.RepresentationsofLeech’sSixMaximsinCollegeTeacherTalk 133.1MaximofTact-GenerosityinCollegeTeacherTalk 133.2MaximofApprobation-ModestyinCollegeTeacherTalk 163.3MaximofAgreementinCollegeTeacherTalk 183.4MaximofSympathyinCollegeTeacherTalk 204.PolitenessStrategiesforCollegeEnglishTeacherTalk 224.1FeaturesofLeech’sPolitenessPrincipleinCollegeTeacherTalk 224.2PolitenessStrategiesforCollegeEnglishTeacherTalk 235.Conclusion 255.1MajorFindings 255.2PedagogicalImplications 265.3LimitationsandSuggestionsforFurtherResearch 27Bibliography 29PAGE351.IntroductionTheintroductionpartincludesthebackgroundofthisstudy,thesignificanceandpurposeofthisstudy,andtheoverallstructureofthethesis.Generally,ittellswhytheauthorwritesthisthesis.1.1BackgroundoftheStudyEnglishclassroominstructionhasbeenasignificantissueinthefieldoflanguageteachingresearchinwesterncountriessince1980s.Roughlyspeaking,teachers’teachingandstudents’learningcompriseclassroominstruction.Teachertalk,thespeechteachersuseinclassroomtocarryouttheirteachingplansandmanagetheirclass,isbelievedtobethekeyelementinsuccessfulEnglishteaching.Nunan(1991:189)maintainsthat“teachertalkisofcrucialimportance,notonlyfortheorganizationoftheclassroom,butalsofortheprocessesofsecondlanguageacquisition.Itisimportantfortheorganizationandmanagementoftheclassroombecauseitisthroughspeechthatteacherseithersucceedorfailtoimplementtheirteachingplans.Intermsofacquisition,teachertalkisimportantbecauseitisprobablythemajorsourceofcomprehensibletargetlanguageinputtheleanerislikelytoreceive.”TeachertalkstudiesinChinabeganinthelate1990s.Researchoutcomesbecomericherandricheryearbyyear.Theirstudies’orientationschangefromone-way,teachertalkalone,totwo-way,interactionbetweenteachersandstudents.ZhouXingandZhouYun(2002),aretworepresentativeresearchers.Comparativelyspeaking,Theirstudy(2002)tendstobetypicalandcomprehensive,whichcanbeseenfromthefactthattheirstudyisoftenquotedbyotherresearchersofthesamekind.Nomatterhowdifferenttheresearchaspectsofteachertalkare,theseresearchescometothesameunderstanding.Namely,appropriateteachertalkcouldcreategoodatmosphereandinthemeantimepromotesamorefriendlyrelationshipbetweenteachersandstudents.Therefore,teachertalk,whichnotonlydetermineshowwellteachersmaketheirlectures,butalsoguaranteeshowwellstudentswilllearn,isverycriticalinEnglishlanguageteaching.InChina,themainplacewherestudentscouldgetintouchwithEnglishandlearnitisEnglishclassroom.Thispaperfocusesontheteachers’politenessinEnglishclass,inwhichboththeteacherandlearnersareChinesewithChineseculture.Thoughclassroomactivitiesareofpedagogicalfunction,atthesametimeitiscommunicative.Classroomitselfisakindofsocialplacewhereteachersandstudentsbuildsocialrelationsthroughoutteachingcourse.Inclass,teachersneedtothinkhowtoeffectivelycommunicatewithstudentsandhowtomaketheatmosphereharmoniousandotherproblems.Andinfact,thereexistseveralproblemsinteachertalkusedincollegeEnglishteaching.Firstly,misunderstandinginteacherthought.Foralongtime,manyEnglishteachersattachimportancetoresearchesofteachingmethodologiesandcontents,ignoringtheimportanceandthequalityoftheirteachertalk.Secondly,teachersuselanguagemoreblindlyandatwill.Mostteachersareincompetenttocontroltheirownteachertalk.Thatmeansteachersmustpaycloseattentiontoteachertalk.Atthismoment,politenessisamajorissueinteachertalkandLeech’sPolitenessPrinciplebecomesthekeypragmaticanalysistoolinthisstudy.1.2SignificanceandPurposeoftheStudyInChina,duetolackofEnglish-speakingenvironmentoutsideclassroom,teachertalkinEnglishclassroominstructionisconsideredasakindofmodellanguageandthemainsourceofinputfornearlyallstudentsincollege.Tosomedegree,students’successfulacquisitionresultsfromproperandreasonableteachertalkinclassroominstruction.Leech’sPolitenessPrincipleishypothesizedtobeamajorvariablethataffectsstudents’Englishlanguageacquisition.Itiswithpolitenessthatteachertalkcreatesabetterlearningenvironmentforstudents,henceimprovingteachingeffectandsubtlycultivatingstudents’consciousnessofpoliteness.Inanotherwaystudentsareabletolearnhowtocommunicatewitheachothereffectivelyandappropriately.Therefore,Leech’sPolitenessPrincipleisofvitalimportancetoteachertalk,thentoteacher-studentinteraction.Teachertalkisveryimportantnotonlyforteachers’classroomorganizationbutalsoforstudents’languagelearning,andthePolitenessPrinciplecanpromotethelearningprocessofEnglishstudents.IfteachertalkandthePolitenessPrinciplecouldbeintegratedperfectlyinEnglishclassroom,classroomteachingissuretoachievesuccess.Therefore,itisimportanttoobservehowteachertalkandLeech’sPolitenessPrincipleworktogetherandplaytheirroleintheEnglishclassroomforthebetteroutcomesofEnglishclassroomteachingandlearning,andthisthesistriestosolvetheproblem.ThisstudyattemptstogiveafullexplanationtosupporttheapplicationofLeech’sPolitenessPrincipletoteachertalk.What’smore,thestudycaninspireteacherstoreconsidertheirwaysofteachingsoastofindoutabestwayofactivatingclassroomatmosphere,establishinggoodteacher-studentrelationshipandimprovingthestudents'learningefficiencythroughsuitableteachertalkwithLeech’sPolitenessPrinciple.Theauthorconductsthisstudybasedonthefollowingfacts.Firstly,mostcollegestudentsoftodayareimpressionable,especiallywheninclasswheretheytendtoprotectthemselveswithsilence.Thereforesuitablepolitenesscanbringabouteffectiveteachertalk,andappropriateteachertalkcanprotectstudents’self-respectandbuildagoodteacher-studentrelation,thusbenefittheirEnglishlearning.Secondly,mostoftheformerrelatedresearchersdealwithteachertalkandpoliteness,butsomeneglectspecificgroupofteachertalk,ortalkaboutpolitenessincollegeEnglishclassbroadly.CollegeEnglishismoredifficultthanthatstudentshavelearnedbefore,anditisnoteasyforthemtoacceptnewknowledge,eventogetwhatteachersay.Basedontheabovefacts,theauthorintendstodoastudyonLeech’sPolitenessPrincipleincollegeteachertalk.1.3OverallStructureoftheThesisThethesisiscomposedoffiveparts.Chapteroneistheintroductionpartwhichincludesbackgroundofthisstudy,significanceandpurposeofthisstudy,andoverallstructureofthethesis.ChaptertwoistheliteraturereviewonteachertalkandLeech’sPolitenessPrinciple.FirstlyitreviewssomepreviousstudiesonteachertalkandthePolitenessPrinciple.ThenittalksaboutLeech’sPolitenessPrincipleinteachertalk.ChapterthreeanalyzesseveraltypicalcasesonthebasisofmaximsofthePolitenessPrinciple.ChapterfoursummarizesfeaturesofthePolitenessPrincipleincollegeteachertalkandintroducessomepolitenessstrategiesforteachertalk.Chapterfivedrawsaconclusionofthisstudy,liststhelimitationsofthisstudy,andprovidessomepedagogicalsuggestionsforfutureresearch.2.LiteratureReviewInthepart,firstlyitreviewssomepreviousstudiesonteachertalk,especiallydifferentdefinitionsandtypesandfunctionsofteachertalk.Secondly,itreviewssomepreviousstudiesonthePolitenessPrinciplewhichpresentsthepremiseandoriginofthePolitenessPrinciple,anditsmaxims.Lastly,ittalksaboutLeech’sPolitenessPrincipleinteachertalk.2.1TeacherTalkPreviousstudiesonteachertalkfrombothhomeandabroadroughlyincludethefollowingaspects:amountofteachertalk,teachers’questions,teachers’feedback,andinteractionalmodification.Inthisstudy,itiswhatisteachertalkandwhatitisusedforthatshouldbeunderstood.2.1.1DefinitionsofTeacherTalkBasedontheformerresearches,itcanbefoundthatdifferentdefinitionsofteachertalkhavebeenreachedfromdifferentperspectivesathomeandabroad.Onedefinitiongoesthatteachertalkisthelanguageintheclassroomthattakesupamajorpartofclasstimeusedtogiveclassroomdirections,explainclassroomactivitiesandcheckstudents’understanding(Sinclair&Brazil,1982).LongmanDictionaryofLanguageTeaching&AppliedLinguistics(Richards,1992)describesteachertalkas“thatvarietyoflanguagesometimesusedbyteacherswhentheyareintheprocessofteaching.Intryingtocommunicatewithstudents,teachersoftensimplifytheirspeechgivingitmanyofthecharacteristicsoftheForeignerTalkandothersimplifiedstylesofspeechaddressedtolanguagelearners”.InEllis’opinion,teachers“makeadjustmentstobothlanguageformandlanguagefunctioninordertofacilitatecommunication.Theseadjustmentsarereferredtoas‘teachertalk’”(Ellis1994:726)Tobemorespecific,SongDeyun&PanLongming(2000)defineEnglishteachertalkasfollows:EnglishteachertalkincludesclassroomEnglish,instructionEnglish,teacher-studentinteractionandteacherfeedbackEnglishwhichisemployedtoinstructEnglishknowledge,communicateandorganizeclassroomactivities.2.1.2TypesandFunctionsofTeacherTalkGenerallyspeaking,teachertalkcanbedividedintotwokinds,languageoforganizingteachingandlanguageofimpartinginformation.Whenteachersorganize,superviseandguideclassroomactivities,theymakefulluseofthefirstkindwhichincludesopeningremarks,classroomquestions,feedbacks,summariesandsoon.Ontheotherhand,thesecondonereferstothelanguageusedwhenteachersimpartknowledge.Astoitsfunctions,therearetwoduringthecourseoforganizingteachingandacquiringlanguage,offeringtwopremisesforstudentstoacquirethesecondlanguage.Theprimaryfunctionofteachertalkistoprovideadequatecomprehensiveinputforstudents.Itiswell-knownthat,formostEnglishlearnersinChina,Englishclassroomprobablyisthemain,eventheonlyplacetohaveregularcontactwithEnglishanduseit,especiallyforthosewholiveinaremotearea.Anotherimportantfunctionteachertalkhastofulfillistoguideandorganizestudentstojoininclassroomactivitiesandtakegoodadvantageoftheclassroomandtoprovidestudentsopportunitiestouttercomprehensibleoutput.TheauthorreadsthesedefinitionsforreferenceandultimatelysummarizesthedefinitionofEnglishteachertalkinthisthesisasfollows:EnglishteachertalkisofgreatsignificanceinEnglishlearningclassroom.ItisthelanguageusedbyteacherstoinstructEnglishknowledge,organizeclassroomactivitiesandgivefeedbacktostudents’performanceintheclassroom.Thedefinitionmaynotsatisfyallresearchers’concernbutitcoverswhatteacherssayintheEnglishclassroominabroadsense,whichwillexertagreateffectonthestudy.2.2ThePolitenessPrinciplePolitenessseemstobeaprevalentconceptandanimportantelementinhumaninteraction.AccordingtoRoutledgeDictionaryofLanguageandLinguistics(1996),politenessisan“umbrellatermforacombinationofinterpersonalconsiderationsandlinguisticchoicesaffectingtheformandfunctionoflinguisticinteractions”.Indifferentculturesanddifferentcontexts,politenessreferstoquitedifferentthings.Itiscommonknowledgethateveryculturehasitsowncustomsandexpectation,includingthepolitenessinvolvedindailylife.Differentcultureexpectsdifferentbehaviortomeettheirpolitenesssystem.Thatistosay,peopleshouldobservethepolitenessprincipleincommunication.2.2.1ThePremiseofPolitenessPrincipleLeech’sPolitenessPrincipleisnotanentirelynewnotionsinceE.Goffman,P.Brown,S.Levinsonandothershaddiscussedpolitenessphenomenabeforehimintheapplicationoflanguage,suchasaddressformsinkindsoflanguages,like“你”and“您”inChinese.E.Goffmanpos