| Abstract | 第1-9页 |
| 摘要 | 第9-10页 |
| List of figures and tables | 第10-11页 |
| List of abbreviations | 第11-12页 |
| Chapter 1 Introduction | 第12-16页 |
| ·Understanding of interaction in the classroom context | 第12页 |
| ·Definition of politeness | 第12-13页 |
| ·Definition of teacher talk(language/utterance/discourse) | 第13-14页 |
| ·Purpose and significance of the study | 第14-15页 |
| ·Organization of the thesis | 第15-16页 |
| Chapter 2 literature review | 第16-33页 |
| ·Introduction | 第16页 |
| ·Review of theories on speech acts | 第16-19页 |
| ·Austin and his speech act theory | 第16-17页 |
| ·Searle and his indirect speech act theory | 第17-19页 |
| ·Review of politeness theories | 第19-28页 |
| ·Leech and his politeness principles | 第19-20页 |
| ·Brown & Levinson and their politeness theory | 第20-27页 |
| ·Concept of face | 第21页 |
| ·Face threatening acts (FTAs) | 第21-22页 |
| ·Three independent variables | 第22页 |
| ·Politeness strategies | 第22-27页 |
| ·Gu Yueguo and his Chinese politeness principles | 第27-28页 |
| ·Related studies of teacher politeness in the classroom setting | 第28-31页 |
| ·Review of related studies aboard | 第28-29页 |
| ·Review of related studies at home | 第29-31页 |
| ·Differences between the present study and the researches before | 第31-33页 |
| Chapter 3 Rationales of the study | 第33-41页 |
| ·Theoretical model of the present study | 第33-34页 |
| ·The definition of teacher directives, questions and feedback | 第34-37页 |
| ·Directives in the classroom | 第34页 |
| ·Questions in the classroom | 第34-36页 |
| ·Feedback in the classroom | 第36-37页 |
| ·Characteristics of interaction in the EFL classroom context | 第37-38页 |
| ·Properties of L2 (EFL) classroom interaction | 第38页 |
| ·Features of power, distance, and rating of imposition in the EFL classroom context | 第38页 |
| ·Differences between male and female teaching styles | 第38-39页 |
| ·The indirectness framework used in DCT | 第39-41页 |
| Chapter 4 Research methodology | 第41-45页 |
| ·Research questions | 第41页 |
| ·Subjects | 第41页 |
| ·Instruments | 第41-42页 |
| ·Research procedures | 第42-43页 |
| ·Data classification | 第43页 |
| ·Pilot study to test the DCT | 第43-45页 |
| Chapter 5 Analysis of politeness strategies in teachers' discourse | 第45-75页 |
| ·Politeness strategies in directives | 第45-57页 |
| ·Direct or bald on record strategy in directives | 第45-46页 |
| ·Positive Politeness Strategies in directives | 第46-49页 |
| ·Negative Politeness Strategies in directives | 第49-52页 |
| ·Off record Politeness Strategies in directives | 第52-53页 |
| ·A summary | 第53-57页 |
| ·Politeness strategies in questioning | 第57-64页 |
| ·Positive politeness strategies in teacher's questioning | 第58-60页 |
| ·Negative politeness strategies in teacher's questioning | 第60-62页 |
| ·A summary | 第62-64页 |
| ·Politeness strategies in feedback | 第64-72页 |
| ·Form focused feedback | 第64-66页 |
| ·Content feedback | 第66-70页 |
| ·A summary | 第70-72页 |
| ·Analysis of the results of the DCT | 第72-75页 |
| Chapter 6 Conclusions | 第75-79页 |
| ·An overview of the present study | 第75-76页 |
| ·Implications of the present study | 第76-77页 |
| ·Study of teacher language from a pragmatic perspective | 第76页 |
| ·Implication for teacher education and classroom practices | 第76-77页 |
| ·Limitations of the present study | 第77-78页 |
| ·Suggestions for the further researches | 第78-79页 |
| Bibliography | 第79-83页 |
| Appendix I | 第83-87页 |
| Appendix II | 第87-92页 |
| 致谢 | 第92页 |
