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.. 22-23
        3.2.2 Strategies...................... 23-24
        3.2.3 Further Explanation of ...................... 24-25
　　3.3 Leech’s Politeness Principle ......................25-27

　　
　　Conclusion
　　
　　Based on face and politeness theory this paper attempted to make a research onstudents’ realization of face, politeness strategies adopted by teachers in the Englishclassroom teaching and whether politeness strategies can attract students’ Englishlearning interests.FindingsBy analyzing the data collected through classroom recording, observation, andtest in terms of face theory and politeness principle, the three proposed questionshave been answered. Major findings can be concluded as follows.Firstly, according to the percentage of face realization test it is proved that thestudents had realized positive face and the softening of face-threatening degree butwere not aware of negative face in the English classroom teaching. From the verybeginning, Brown and Levinson believed politeness theory are universal. Politenessas a social phenomenon is existed in common. Actually politeness and face theoryshould be related to specific social culture. Positive face raised by Brown andLevinson in pragmatics is similar to the face in Chinese culture. That is why studentscan easily realize positive face instead of negative face.Secondly, from the class recording and non-participant observation in theclassroom, no matter it was consciously or unconsciously the teacher adopted somestrategies to redress the FTA indeed. The positive strategies gathered from the classcan be concluded as firstly claim common ground, with subcategories such as usein-group identity markers, seek agreement, avoid disagreement by furtherexplanation or switch to another students, repeat, encourage and make jokes to behumor; secondly convey S and H being cooperators with sublevels such as offer helpby paraphrase or simplify or repeat, include both the speaker and the hearer in theactivity; thirdly fulfil H’s want for some X such as express thanks and praise. Thenegative strategies can be summarized as first don’t presume or assume withsubcategory such as ask questions and hedges; second don’t coerce H such as givedeference; third communicate S’s want to not impinge on H such as apologize.Sometimes the teachers do the FTA off record like give hints. The most frequentlyused strategies by teachers are praise, express thanks, offer help, repeat.Thirdly, from the demonstration of correlation between politeness strategy andface realization, it indicates that implicit teaching of pragmatic knowledge has littleeffect on students. It is suggested that teachers could explicitly impart pragmaticknowledge to students to help develop their pragmatic competence or sense.Fourth, from the analysis of significance between politeness strategies andEnglish learning interests, it is found that the politeness strategies remarkablyinfluenced students’ English learning interests, so it is believed that the studentswere more confident and active after the teachers asked the questions and gavefeedback in the form of politeness strategies, which guaranteed the harmony andefficiency of the class.

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