英语本科毕业论文-Leech礼貌原则在大学英语教师话语中的应用.doc

本科生毕业论文册 学院 XXX学院 专业 英语教育 班级 XXXX英语教育X班学生 XXX 指导教师 XX XXXX大学本科毕业论文任务书编 号： 论文题目： Leech礼貌原则在大学英语教师话语中的应用 学院： XXX学院 专业： 英语教育 班级： XXXX级英语教育X班 学生姓名： XXX 学号： XXXX 指导教师： XX 职称：XXX1、 论文研究目标及主要任务本论文的研究目标是探讨Leech礼貌原则的重要作用及其在大学英语教师话语中的应用。其主要任务是通过分析礼貌原则六条细则指导大学英语教学。2、论文的主要内容 本论文分为五章，第一章介绍研究的背景、意义、目的以及本文整体结构，第二章分别介绍教师话语及Leech礼貌原则的先前研究成果，第三章讨论了礼貌原则在大学英语教师话语中的应用，第四章了概括大学英语话语中礼貌原则的特点，并介绍了一些礼貌策略，第五章得出了论文结论，列举了此论文的一些不足之处，并为以后研究提出了建议。3、论文的基础条件及研究路线 本论文的基础条件是不同的语言学家对教师话语及Leech对礼貌原则的研究结果。 研究路线是对礼貌原则从不同的细则进行详细的阐述，并将其分别用在大学英语教学话语中。4、主要参考文献Brown, P. S. Levinson. 1978. Universals in Language Usage: Politeness Phenomena. Cambridge: Cambridge University Press.Richards, J. C. 1994. The context of Language Teaching. Cambridge: Cambridge University Press.刘润清. 1999. 论大学英语教学. 北京: 外语教学与研究出版社. 何自然.1997. 语用学与英语学习. 上海: 上海外语教育出版社.5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致范围，填开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和文献综述3月30日-4月20日5交终稿和评议书5月8日前指 导 教师： 年 月 日教研室主任： 年 月 日注：一式三份，学院（系）、指导教师、学生各一份XXXX大学本科生毕业论文开题报告书XXX 学院 英语教育 专业 XXX 届学生姓名XXXX论文题目Leech礼貌原则在大学英语教师话语中的应用指导教师XX专业职称XXX 所属教研室基础教研室研究方向语言学课题论证：从Leech礼貌原则的六条细则等方面论证礼貌原则在大学英语教师话语中 的作用及其应用。方案设计：第一章介绍研究的背景、意义、目的以及本文整体结构，第二章分别介绍教师话语及Leech礼貌原则的先前研究成果，第三章讨论了礼貌原则在大学英语教师话语中的应用，第四章了概括大学英语话语中礼貌原则的特点，并介绍了一些礼貌策略，第五章得出了论文结论，列举了此论文的一些不足之处，并为以后研究提出了建议。进度计划：3月16日前确定初步论文题目 3月23日前写开题报告、任务书3月30日前提交论文提纲4月20日前提交初稿和文献综述5月8日前交终稿和评议书指导教师意见： 指导教师签名： 年 月 日教研室意见： 教研室主任签名： 年 月 日XXXX大学本科生毕业论文评议书姓 名XXX学院XXX学院专业英语教育年级（班）XXXX级英语教育X班论 文 题 目Leech礼貌原则在大学英语教师话语中的应用完成时间2013/5/8论文内容摘要作为一个具有道德意义的行为准则，礼貌不仅维持和谐的人际关系，而且承载了人类文明。Leech的礼貌原则是语用学中一个热点话题，在人们日常生活中有着重大的意义。在大学英语课堂中，教师话语发挥着非常大的作用，而礼貌原则也必不可少。很多学者从不同领域对礼貌原则与教师话语做了大量研究，但是很少有人将二者结合。因此，本论文以礼貌原则为理论基础探讨了礼貌原则在大学英语教师话语中的应用。在Brown Levinson的面子理论的基础上并由Leech提出的礼貌原则包含六条细则，分别是得体准则、慷慨准则、赞扬准则、谦虚准则、一致准则与同情准则。而教师话语在本论文中被定义为教师们用来进行教授英语知识，组织课堂活动并对学生表现给予反馈的语言。作者运用礼貌原则分别从六个准则的角度分析了大学英语教师话语。通过研究，作者得出了一个结论：在大学英语课堂，礼貌原则在教师话语中恰当得体的运用有助于师生互动，帮助他们建立良好的师生关系，并提高可以提高学生的学习效率。 指导教师评语 年 月 日指 导 教 师职称初评成绩答辩小组姓名职称教研室组长成员答辩记录： 记录人签字： 年 月 日答辩小组意见： 组长签字： 年 月 日学院意见： 评定成绩： 签章 年 月 日XXXX大学本科生毕业论文（设计）文献综述Literature ReviewPrevious studies on teacher talk from both home and abroad 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 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 (Richards, 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 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 English 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 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 and 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 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 Chinese.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 face; 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 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 language 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 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 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 findings, 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 Illocutionary 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 sides 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 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 is 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 in 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 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 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 impolite 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() 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 self and other 本科生毕业论文题目：Leech礼貌原则在大学英语教师话语中的应用姓 名：XXXX班 级：XXXX级1班指导老师：XX专 业：英语教育院 系：XXX学院英语系完成日期：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 Fulfillment 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 pragmatic, 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 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 maxims, 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 classroom. 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 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 要作为一个具有道德意义的行为准则，礼貌不仅维持和谐的人际关系，而且承载了人类文明。Leech的礼貌原则是语用学中一个热点话题，在人们日常生活中有着重大的意义。在大学英语课堂中，教师话语发挥着非常大的作用，而礼貌原则也必不可少。很多学者从不同领域对礼貌原则与教师话语做了大量研究，但是很少有人将二者结合。因此，本论文以礼貌原则为理论基础探讨了礼貌原则在大学英语教师话语中的应用。在Brown Levinson的面子理论的基础上并由Leech提出的礼貌原则包含六条细则，分别是得体准则、慷慨准则、赞扬准则、谦虚准则、一致准则与同情准则。而教师话语在本论文中被定义为教师们用来进行教授英语知识，组织课堂活动并对学生表现给予反馈的语言。作者运用礼貌原则分别从六个准则的角度分析了大学英语教师话语。通过研究，作者得出了一个结论：在大学英语课堂，礼貌原则在教师话语中恰当得体的运用有助于师生互动，帮助他们建立良好的师生关系，并提高可以提高学生的学习效率。关键词: Leech的礼貌原则 教师话语 大学英语课堂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 Teacher 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 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 College English Teacher Talk235. Conclusion255.1 Major Findings255.2 Pedagogical Implications265.3 Limitations and Suggestions for Further Research27Bibliography29v1. Introduction The introduction part includes the background of this study, the significance and purpose of this study, and the overall structure 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 comprise 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 organization 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 important 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 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 kind. 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 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 politeness 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 teaching 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 along 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 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 acq