独创性声明及学位论文版权使用授权书
Acknowledgements
内容摘要
Chapter Ⅰ Introduction
1.1 Definition of teacher talk
1.2 Significance of teacher talk
1.3 Purpose of this study
1.4 Structure of the thesis
Chapter Ⅱ Literature review
2.1 Review of teacher talk
2.1.1 Previous research on teacher talk
2.1.2 Characteristics of teacher talk
2.1.3 Comprehensible input
2.1.4 Structure of classroom discourse--IRF
2.1.5Difference between language in language-teaching and other classrooms
2.1.6 Context of second language instruction
2.2 Review of politeness
2.2.1 Politeness and its theories
2.2.2’ Face‘ created by Goffman
2.2.3 Grice and cooperative principle
2.2.4 Leech and politeness principle
2.2.5 Brown and Levinson and politeness theory
2.3 Summary
Chapter Ⅲ Data collection and analysis
3.1 Research procedures
3.2 Subjects and instruments
3.3 Data collection
3.4 College English classroom interaction features
3.4.1 Amount of teacher talk in classroom
3.4.2 Movement of the teachers
3.4.3 Native language and second language in classrooms
3.4.4 Authentic and non-authentic language
Chapter Ⅳ Findings
4.1 Politeness in instructions
4.1.1 Repeating main points
4.1.2 Speaking more slowly
4.1.3 Using pauses
4.1.4 Changing pronunciation
4.1.5 Simplifying grammar
4.2 Politeness in questioning
4.2.1 Teachers' questions
4.2.2 Politeness in questioning
4.3 Politeness in feedback-giving
4.3.1 Acknowledging a correct answer
4.3.2 Praising
4.3.3 Repeating
4.3.4 Summarizing
4.3.5 Appreciating
4.3.6 Neglecting errors
4.3.7 Encouraging
4.3.8 Summary
4.4 Face-threatening acts in classrooms
4.5 Other politeness strategies
4.5.1 Off record
4.5.2 Positive politeness
4.5.3 Negative politeness
Chapter Ⅴ： Conclusion
5.1 Overview of politeness in teacher talk
5.2 Implications
5.2.1 Teacher-student relationship
5.2.2 Study of politeness in specific context
5.2.3 Significant aspect in teachers' training
5.3 Limitations and some further suggestions of this study
Bibliography
