The Application of Politeness Theory to English Classroom Teaching

Dong Xiaoning （Xi’an International University）

The Application of Politeness Theory to English Classroom Teaching

Dong Xiaoning （Xi’an International University）

Abstract: Politeness in language use is one of the conduct codes of human beings， symbolizing human civilization. In the classroom teaching， it is necessary for the teacher to consider the politeness factor，in order to communicate with the students smoothly in the class. This article steps into the application of politeness theory to college English classroom teaching.

Key words: politeness；English classroom teaching

ⅠPre-words

Since Brown and Levinson proposed the Face Theory，Leech developed it by putting forward the Politeness Principle. The maxims of PP are dynamic when practicing in different cultures and contexts. As a social phenomenon， politeness extensively exists in a language community， guaranteeing the success of conversational communication.

ⅡPrevious Study of Politeness

In China， serious study of politeness within the linguistic circles did not begin until the early 1980s.Chen (1986) becomes the first person to introduce Brown and Levinson’s PP to China. Liu (1987) discusses PP and proposes that PP is more restrictive in pragmatics than CP. Xu (1992) puts forward his theory infrastructure“attention to the articulators， respect for the interlocutors and concern with the others” Shu (1993)explores into the relation between the forms of “rising as praise and falling as devaluing” and PP.

Gu (1990) holds that there are basically four notions underlying the Chinese conception of limao:respectfulness， modesty， attitudinal warmth and refinement. So he developed five maxims based on PP，which are: the self-denigration maxim; the address-term maxim; the refinement maxim; the agreement maxim; the virtues-words-deeds maxim.

ⅢThe Characteristics of English Classroom Teaching

Classroom teaching is the main way that students learn English. So the teachers’ utterances are very important. It is not only the source of learning English for the students， but also the tools for the teacher to explain the knowledge.

The activities in the classroom are mainly teaching activities， while it also has the characteristics of communication. The classroom itself is the place to communicate. So we could say that communication is the basic activity in the classroom teaching. The teacher should consider how to communicate with students smoothly in the class; how to keep the students in a harmonious environment. So in is necessary for the teacher to consider the politeness factor. It is helpful to increase the students’ confidence and motivate their studying.

Ⅳ The Types of the Teacher’s Utterance in Politeness Principle

The starting and ending period: In this period，the starting word is the prelude of the teaching. There are some patterns that we could follow: “Good Morning，class/ boys and girls!” or “Good Morning， Miss Li”.If the class begins after weekend or holiday， the teacher could say “How was your weekend?” or “How did you spend the National Day holiday?” those greetings could create a smooth environment and less the students’ nervousness.

This utterance follows the Sympathy Maxim. Through it， the teacher drops the tradition control idea and makes the student feel they are equal. It also adds to their feeling communication.

The explanation period: It is the most important component of teachers’ utterance. Before the explanation， the teacher often reminds the students of the last lesson: Last week， we had learned that…In last chapter， we had had a brief view of…these also follow the Sympathy Maxim. The teacher uses ‘we’instead of ‘you’， which make them closer in the feeling communication. Also in the lead-in period， the teacher will say: Today， we are going to learn/have a look at…Now we are going to move on to next part.

The activity period: Activity could not be avoided in the class. In the process， teacher relies on their utterance to manage， order requirement and homework.The teacher should better not use the order words: You two sit together. You sit with her.

Those words may threaten the students’ positive attitude. So the teacher should also respect and understand the students. Such words are possible: You are suggested to sit in pairs. Why don’t you join this group? Maybe you will have a good discussion. Those utterances reduce their disagreement. Reduce their disagreement to the least degree. So the Agreement Maxim is necessary.

Raise question period: A good and proper question could activate the students and make them think over.Teachers often ask: Do you understand? Can you follow me? Those questions may add students’ nervous. So they will change other forms: “Have I made myself clear? “Or“Are you satisfied with my answer?” This follows the Tact Maxim and Generosity Maxim. Other possible question forms: Who would be the volunteers? Peter， will you please share with us your opinion? I would like to ask a gentleman here， what is your opinion? Meanwhile，before the students answer question， teacher should allow the students to pause several minutes; this could also be polite to reduce their nervous.

ⅤConclusion

From the angle of politeness we may see that the suitable teacher words are significant for theirdevelopment of psychology， studying motivation， and so on. English classroom instruction's goal not only lies in raising student's language knowledge， but also in how to train them to use the language appropriately in the linguistic environment. During instruction knowledge，teacher personally sets an example to use the languages in politeness principle.

So appropriate politeness classroom words not only may improve the relationship between the teachers and students， create a democratic and equality classroom atmosphere， but may also lead the student to use politeness principle in the appropriate situation，promote the emotion communication between student and teacher.

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