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Frontiers in Educational Research, 2021, 4(10); doi: 10.25236/FER.2021.041001.

On Positive Politeness Strategies of Teacher Talk in English Classroom Teaching for Non-English Major Undergraduates


Zhang Qiongyan, Cao Simin

Corresponding Author:
Zhang Qiongyan

Hunan Institute of Engineering, Xiangtan, China


Politeness plays an important role in the communication. In English class,teaching and learning can be realized by the communication between teachers and students. Therefore, how to reflect the phenomena of politeness and how to choose appropriate politeness strategies is significant for English teaching. By reviewing theories and studies concerning politeness strategies in teacher talk, this study is conducted in the framework of Brown and Levinson’s (1987) politeness theory. After observing, recording and interviewing 12 college English classroom teaching, the author of the study adopts qualitative analysis research method. From the data by observation, recording, the study revealed that 6 positive strategies such as “Notice and attend to H or hearer (his interests, wants, needs and goods)”, “Include both S and H in the activity” and “Give gifts to H (goods, sympathy, understanding and cooperation)” are employed in the college English classroom teaching. After transmitting recorded interview materials into written materials, the research found the reasons for college English teachers to employ positive politeness in English classroom teaching are: the dilemma of English learning, the change of teaching focus and the special characteristics of college students. As how positive politeness strategies help facilitate English classroom teaching, all the interviewed English teacher think that they help create harmonious atmosphere and encourage students’ learning motivation and confidence.


Positive politeness strategy, Teacher talk, College English teaching, College English learning

Cite This Paper

Zhang Qiongyan, Cao Simin. On Positive Politeness Strategies of Teacher Talk in English Classroom Teaching for Non-English Major Undergraduates. Frontiers in Educational Research (2021) Vol. 4, Issue 10: 1-10. https://doi.org/10.25236/FER.2021.041001.


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