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)論文

1、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(jí) XXXX英語教育X班學(xué)生 XXX 指導(dǎo)教師 XX XXXX大學(xué)本科畢業(yè)論文任務(wù)書編 號(hào)： 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(jí)： XXXX級(jí)英語教育X班 學(xué)生姓名： XXX 學(xué)號(hào)： XXXX 指導(dǎo)教師： XX 職稱：XXX1、 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

2、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(duì)教師話語及Leech對(duì)禮貌原則的研究結(jié)果。 研究路線是對(duì)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. Universals in Language Usage: Politeness Phenom

3、ena. Cambridge: Cambridge University Press.Richards, J. C. 1994. The context of Language Teaching. Cambridge: Cambridge University Press.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

4、3月30日-4月20日5交終稿和評(píng)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

5、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(píng)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(píng)議書姓 名XXX學(xué)院XXX學(xué)院專業(yè)英語教育年級(jí)（班）XXXX級(jí)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2013/5/8論文內(nèi)容摘要作為一個(gè)具有道德意義的

6、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(shí)，組織課堂活動(dòng)并對(duì)學(xué)生表現(xiàn)給予反饋的

7、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(píng)語 年 月 日指 導(dǎo) 教 師職稱初評(píng)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(píng)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Literature ReviewPrevious studies on teacher talk from both home and ab

8、road roughly include the following aspects: amount of teacher talk, teachers questions, teachers feedback, and interactional modification. Based on the former researches, it can be found that different definitions of teacher talk have been reached from different perspectives at home and abroad. One

9、definition goes that teacher talk is the language in the classroom that takes up a major part of class time used to give classroom directions, explain classroom activities and check students understanding (Sinclair & Brazil, 1982). Longman Dictionary of Language Teaching & Applied Linguistics (Richa

10、rds, 1992) describes teacher talk as “that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate with students, teachers often simplify their speech giving it many of the characteristics of the Foreigner Talk and other simplified styles of

11、speech addressed to language learners”. In Ellis opinion, teachers “make adjustments to both language form and language function in order to facilitate communication. These adjustments are referred to as teacher talk” (Ellis 1994:726) To be more specific, Song Deyun & Pan Longming (2000) define Engl

12、ish teacher talk as follows: English teacher talk includes classroom English, instruction English, teacher-student interaction and teacher feedback English which is employed to instruct English knowledge, communicate and organize classroom activities.Politeness seems to be a prevalent concept and an

13、 important element in human interaction. According to Routledge Dictionary of Language and Linguistics (1996), politeness is an “umbrella term for a combination of interpersonal considerations and linguistic choices affecting the form and function of linguistic interactions”. In different cultures a

14、nd different contexts, politeness refers to quite different things. It is known that every culture has its own customs and expectation, including the politeness involved in daily life. Different culture expects different behavior to meet their politeness system. In other words, people should conform

15、 to politeness principle in communication. Leechs Politeness Principle is not an entirely new notion since E. Goffman, P. Brown, S. Levinson and others had discussed politeness phenomena before him in the application of language, such as address forms in kinds of languages, like “你” and “您” in Chine

16、se.E. Goffman poses the question of face from the sociological view of point in the early 1950s. In his opinion, communications between people do involve face work all the time. Face is one of human behavior norms, infiltrating interpersonal interaction. On the one hand, human behavior is bound by f

17、ace; on the other hand, people hope that others take consideration of their face. In order to do face work well, people need cooperation. After all, whether people lose their face or not depends on others. For the sake of their own face, they had better protect others face. Therefore，people tend to

18、downgrade themselves and elevate others. Otherwise, social interaction will become inconceivable. Universals in Language Usage: Politeness Phenomena written by Brown, P & Levinson is an article which is widely cited in the world. They investigate politeness phenomena in English, a kind of native lan

19、guage in Mexico and one native language in southern India. And they discover politeness phenomena in language usage are extremely close and regard it as a common phenomenon. The idea of face is used on by Brown, P & Levinson and is developed into two types of face: one is positive face which desires

20、 to win others compliment on personality, profession, hobby, dress and so on; another one is negative face which protects people from personal attack, injury to freedom of action, etc. Hence, politeness behavior also falls into two types: positive politeness satisfying requirements of positive face

21、and negative politeness meeting ones of negative face. Besides, Brown, P & Levinson think that avoiding calling a spade a spade is also a kind of politeness behavior. Namely, people use vague words not to reach others face and make listeners themselves judge messages. Based on these research finding

22、s, British linguist Geoffrey N. Leech puts forwards his Politeness PrincipleSpeech act theory, the first major theory in the study of language in use, originates with the Oxford philosopher John Langshaw Austin who first distinguishes performatives and constatives and offered a theory of Illocutiona

23、ry Act in 1950s, and afterwards was improved by American philosopher Searle whose major contribution is the discovery of indirect speech act. Nowadays, it has become a philosophical theory and pragmatic theory that is well accepted. American linguistic philosopher H. P. Grice advances that both side

24、s have to adhere to the Cooperative Principle in order to ensure the smooth progress of the conversation. In the meantime, when one side goes against the Cooperative Principle, the other one will spare no effort to seek the Conversational Implication. However, Leech believes that these theories can

25、not explain all phenomena occurring in the application of language. For this reason, he presents his idea which can account for linguistic phenomena that Austins and Searles speech act theory and Grices Cooperative Principle cannot explain.Speech act theory has been criticized more by Leech for it i

26、s difficult to define the type of speech act which does no good to pragmatic analysis. He considers speech act is a constantly evolving and ongoing variable, depending on other factors besides language factors. Concerning the Cooperative Principle, Leech thinks it just can restrain what people say i

27、n communication and how to comprehend each others conversational implication, whereas it cannot fully explain the reason why people do not say directly what they mean. Leech (1983: 80) regards politeness as crucial in accounting for “why people are often so indirect in conveying what they mean”. He

28、thus poses the Politeness Principle so as to “rescue the CP” in the sense that politeness can satisfactorily explain exceptions to and apparent deviations from the CP. Hence, his Politeness Principle is not just an addition to Grices CP, but a necessary complement needed for cases where the CP fails

29、 to offer a reasonable explanation. Here are two examples Leech uses to state that the Politeness Principle is necessary for the CP.On the base of these observations, Leech proposes six maxims of the Politeness Principle which runs as follows:Minimize (other things being equal) the expression of imp

30、olite beliefs and maximize (other things being equal) the expression of polite beliefs.The six maxims of the PP:Maxim of Tact() Minimize cost to other() Maximize benefit to otherMaxim of Generosity() Minimize benefit to self() Maximize cost to selfMaxim of Approbation() Minimize dispraise of other()

31、 Maximize praise of otherMaxim of Modesty() Minimize praise of self() Maximize dispraise of selfMaxim of Agreement() Minimize disagreement between self and other () Maximize agreement between self and otherMaxim of Sympathy() Minimize antipathy between self and other () Maximize sympathy between sel

32、f and other 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(jí)：XXXX級(jí)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The Application of Leechs Politeness Principle to Teacher Talk in College English Classroom BYXXXProf. XX, TutorA Thesis Submitted to Department of English Language and Literature in Partial Fulfi

33、llment of Requirements for the Degree of B.A in English At XXXXUniversityMay 8th, 2013 AbstractPoliteness embodies human civilization, acting as one behavioral criterion of moral significance to maintain the harmonious personal relationships. Leechs Politeness Principle, an essential topic in pragma

34、tic, is greatly meaningful in peoples daily communication. It is also needed in college English class in which teacher talk plays a vitally important role. Many scholars have done a great deal of researches on the Politeness Principle or Teacher Talk in different fields, but few of them incorporate

35、the Politeness Principle with college English teacher talk. Therefore, with a theory basis of the Politeness Principle, this thesis probes into the application of it to college English teacher talk. Leechs Politeness Principle, put forward on the basis of Brown &Levinsons Face Theory, includes six m

36、axims, maxim of tact, maxim of generosity, maxim of approbation, maxim of modesty, maxim of agreement and maxim of sympathy. And teacher talk is defined as the language used by teachers to instruct English knowledge, organize classroom activities and give feedback to students performance in the clas

37、sroom. The author makes use of the Politeness Principle to analyze teacher talk in college English classroom from the perspectives of these maxims. Through this study, the author draws a conclusion: In college English class, proper and reasonable application of Leechs Politeness Principle to teacher

38、 talk benefits teacher-student interaction, helping them establish good relationship and improve the students learning efficiency.Key words: Leechs Politeness Principle teacher talk college English classroom 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

39、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(shí)，組織課堂活動(dòng)并對(duì)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

40、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Table of Contents1. Introduction11.1 Background of The Study11.2 Significance and Purpose of the Study21.3 Overall Structure of the Thesis32. Literature Review52.1 Teacher Talk52.1.1 Definitions of Teacher Talk52.1.2 Types and Functions of T

41、eacher Talk62.2 The Politeness Principle62.2.1 The Premise of Politeness Principle72.2.2 Leechs Politeness Principle82.2.3 Leechs Politeness Principle in teacher talk123. Representations of Leechs Six Maxims in College Teacher Talk133.1 Maxim of Tact-Generosity in College Teacher Talk133.2 Maxim of

42、Approbation-Modesty in College Teacher Talk163.3 Maxim of Agreement in College Teacher Talk183.4 Maxim of Sympathy in College Teacher Talk204. Politeness Strategies for College English Teacher Talk224.1 Features of Leechs Politeness Principle in College Teacher Talk224.2 Politeness Strategies for Co

43、llege English Teacher Talk235. Conclusion255.1 Major Findings255.2 Pedagogical Implications265.3 Limitations and Suggestions for Further Research27Bibliography291. Introduction The introduction part includes the background of this study, the significance and purpose of this study, and the overall st

44、ructure of the thesis. Generally, it tells why the author writes this thesis.1.1 Background of the StudyEnglish classroom instruction has been a significant issue in the field of language teaching research in western countries since 1980s. Roughly speaking, teachers teaching and students learning co

45、mprise classroom instruction. Teacher talk, the speech teachers use in classroom to carry out their teaching plans and manage their class, is believed to be the key element in successful English teaching. Nunan (1991:189) maintains that “teacher talk is of crucial importance, not only for the organi

46、zation of the classroom, but also for the processes of second language acquisition. It is important for the organization and management of the classroom because it is through speech that teachers either succeed or fail to implement their teaching plans. In terms of acquisition, teacher talk is impor

47、tant because it is probably the major source of comprehensible target language input the leaner is likely to receive.”Teacher talk studies in China began in the late 1990s. Research outcomes become richer and richer year by year. Their studies orientations change from one-way, teacher talk alone, to

48、 two-way, interaction between teachers and students. Zhou Xing and Zhou Yun(2002), are two representative researchers. Comparatively speaking, Their study(2002)tends to be typical and comprehensive, which can be seen from the fact that their study is often quoted by other researchers of the same kin

49、d. No matter how different the research aspects of teacher talk are, these researches come to the same understanding. Namely, appropriate teacher talk could create good atmosphere and in the meantime promotes a more friendly relationship between teachers and students. Therefore, teacher talk, which

50、not only determines how well teachers make their lectures, but also guarantees how well students will learn, is very critical in English language teaching.In China, the main place where students could get in touch with English and learn it is English classroom. This paper focuses on the teachers pol

51、iteness in English class, in which both the teacher and learners are Chinese with Chinese culture. Though classroom activities are of pedagogical function, at the same time it is communicative. Classroom itself is a kind of social place where teachers and students build social relations throughout t

52、eaching course. In class, teachers need to think how to effectively communicate with students and how to make the atmosphere harmonious and other problems. And in fact, there exist several problems in teacher talk used in college English teaching. Firstly, misunderstanding in teacher thought. For al

53、ong time, many English teachers attach importance to researches of teaching methodologies and contents, ignoring the importance and the quality of their teacher talk. Secondly, teachers use language more blindly and at will. Most teachers are incompetent to control their own teacher talk. That means

54、 teachers must pay close attention to teacher talk. At this moment, politeness is a major issue in teacher talk and Leechs Politeness Principle becomes the key pragmatic analysis tool in this study. 1.2 Significance and Purpose of the StudyIn China, due to lack of English-speaking environment outside classroom, teacher talk in English classroom instruction is considered as a kind of model language and the main source of input for nearly all students in college. To some degree, students successful acquisit