英语教师课堂反馈语中礼貌策略的调查研究
An Investigation of Politeness Strategies in English Teachers’ Classroom Feedback

教师反馈语是教师评论和评价学生表现的重要手段，是增强教学活动效果的有效措施。本文以英语教师话语的一个侧面——反馈语为切入点，采用非参与性观察、封闭性调查问卷和结构性访谈等方法，获取教师在反馈语中的礼貌策略以及学生对每种反馈语策略情感反映的相关数据。通过分析发现，英语课堂教师反馈言语行为中所运用的礼貌策略有三种：积极礼貌策略、消极礼貌策略和非公开礼貌策略，还有两种非支持性言语反馈方式没有实施礼貌策略；无论是成绩优异的学生还是成绩需要提升的学生都希望老师能提供正面的反馈，他们希望有轻松和谐的学习语言的环境。本研究结果可为英语教师使用课堂反馈语提供借鉴，对提高教师的课堂评价理论素养有重要的参考价值，有助于构建良好的课堂生态。
Teachers’ feedback is an important means for teachers to comment on and evaluate students’ performance, and also is an effective measure to enhance the effectiveness of teaching activities. This paper takes feedback, a facet of English teachers’ discourse, as an entry point and uses non-participant observation, closed-ended questionnaires and structured interviews to obtain data related to teachers’ politeness strategies in feedback and students’ emotional reflections on each feedback strategy. The analysis revealed that there were three types of politeness strategies used in English classroom teachers’ feedback speech acts: positive politeness strategies, negative politeness strategies, and non-overt politeness strategies, and two other non-supportive speech feedback methods that did not implement politeness strategies; both high-achieving students and students whose grades needed improvement wanted positive feedback from their teachers, and they wanted a relaxed and harmonious environment for learning language. The results of this study can provide a reference for English teachers’ use of classroom feedback, which is important for improving teachers’ theoretical literacy in classroom assessment and helps build a good classroom ecology.