面子理论在教师反馈语中的应用研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-12-02编辑:hynh1021点击率:6249
论文字数:19800论文编号:org201211292200314501语种:英语 English地区:中国价格:$ 66
关键词:面子理论教师反馈语礼貌策略
摘要:保全他人或自己的面子也是一种礼貌行为,是维系人际和谐的一种方式。一直以来,礼貌与面子被语用学家和社会语言学家等共同探讨,其研究成果可谓浩如烟海,学者们从各个领域对面子进行了大量的研究,不过将面子理论与英语教学结合起来研究的现象非常有限。
该研究希望能给英语教学者提供一些规则和指导,帮助建立良好的课堂教学氛围,并运用恰当的语言策略去创造一种和谐的师生关系进而促进课堂活动的高效开展,最终实现师生的教与学之双重效果。
Chapter 1 Introduction引言
As an old saying goes, “A tree lives for its bark while people live for his face.”As an important part of Chinese culture, face is familiar to Chinese. In Chinese ,
www.51lunwen.org thereare words like “给面子,留面子,丢面子,争面子” and so on, while in English thereare also similar words like “to save face, to lose face”. Brown & Levinson’s facetheory provides a good reference for researching the interpersonal conversations,making a great contribution to the development of pragmatics. However, what is thesignificance of applying the face theory to the communications in the context ofclassroom teaching?This paper tries to make an application of face theory to teaching in China’scollege English classroom. Presented here first gives an introduction to this filed andthen talks about the significance of the present study. At last a detailed descriptionabout the framework of the paper is given.
1.1Research Background研究背景
About several decades ago, a large deal of attention was gained to the secondlanguage teaching and learning. Since it was difficult to find out an ideal and mosteffective teaching method, the researchers began to focus on what actually took placein the class instead of comparing various teaching methods. As the main place forstudents to learn a foreign language is classroom, it is no doubt that classroom plays asignificant role in language teaching and learning. As the teacher is considered amedia of classroom interaction, his talk is very important in classroom interaction.In the area of applied linguistics, there are also a considerable number ofresearchers doing lots of investigations about teacher talk. During the early periods,the contents of teacher talk in English class are mainly focused. There are all togetherfour forms of teacher talk: instruction, classroom management, feedback andquestions. Some researchers focus on the questions of teacher talk, which has beenconsidered effective and the most dominant instructional skills in college Englishclass. Some other researchers regard teacher feedback as the most powerful way ininfluencing the students’ competence development.In the field of pragmatics, face and politeness theory has drawn a wide attentionof researchers who latterly built their own theories. For example, Lakeoff (1979)’spoliteness theory consists of three rules which are: don’t impose, give options and befriendly. Brown & Levinson (1978, 1987) put forward face theory which is the mostinfluential. There were also lots of Chinese scholars researching about face andpoliteness theories. Chen Rong (1986) was the first person to introduce Brown &Levinson’s principles to China. Xu Shenhuan(1992) put forward his theory “attentionto the articulators, respect for the interlocutors and concern with the others”. GaoHang (1996) made critical comments that the previous researchers only focused onthe politeness strategies but ignored the studies on the articulators.All in all, both teacher talk and politeness have becoming the focus of manyscholars. But the studies focus on research of the face theory in English teacher talkare very limited. Besides, it is often said that some university students kill themselvesbecause of some psychological reasons. A good teacher-students relationship maybenefit this situation.
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