ABSTRACT
Being polite is a good way to maintain interpersonal harmony in that it saves or protects one’s face in the communication. In the course of college English classroom teaching, face is transferred into students’ learning motivation, and is also one of the emotional factors, which can not be ignored in creating good classroom atmosphere and improving teaching quality. However, the classroom atmosphere is not active, the students lacking initiative and enthusiasm in learning, which makes many Chinese college English teachers annoyed. In addition to inputting knowledge to students in the classroom, if the teacher can also have a conscious concern for students’ face, to cultivate their active learning emotion, the quality of students’ English learning will be greatly improved. Therefore, the research on teachers’ and students’ ideas of face in college English classroom teaching has its positive significance. Therefore, this paper, focusing on teachers’ and students’ ideas of face, tries to analyse how to keep the balance between the polite attitude and the strict attitude to students for the college English teachers in the classroom.
It is expected that this study can provide some guidance for English teachers in establishing good classroom teaching atmosphere and creating a harmonious relationship between teachers and students by using appropriate language strategies to promote the process of classroom activities, which can finally reach a win-win situation between teaching and learning.
Key words: College English; Classroom Teaching; Face Theory
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-3
2.1 Overview of Brown & Levinson’s Face Theory-3
2.2 Application of Brown & Levinson’s Face Theory on College English Classroom Teaching-4
Chapter Three FACE THEORY in GOLLEGE ENGLISH CLASSROOM TEACHING-5
3.1 Teachers’ Face in College English Classroom Teaching-5
3.1.1 Teachers’ positive face-5
3.1.2 Teachers’ negative face-6
3.2 Students’ Face in College English Classroom Teaching-6
3.2.1 Students’ positive face-6
3.2.2 Students’ negative face-7
Chapter Four EFFECT of TEACHERS’ and STUDENTS’ IDEA of FACE on COLLEGE ENGLISH CLASSROOM TEACHING-8
4.1 On Students’ Performance-8
4.2 On Teachers’ Performance-8
4.3 On Teaching Effect-9
Chapter Five SUGGESTIONS on COLLEGE ENGLISH CLASSROOM TEACHING in TERMS of TEACHERS’ and STUDENTS’ IDEA OF FACE-11
5.1 On Questioning-11
5.2 On Feedback-12
5.3 On Error Correction-13
5.4 On Oral Language-14
Chapter Six CONCLUSION-17
REFERENCES-18
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