| 摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| Chapter 1 Introduction | 第10-13页 |
| ·Background of the study | 第10-11页 |
| ·Significance and purpose of the study | 第11-12页 |
| ·Organization of the thesis | 第12-13页 |
| Chapter 2 Literature Review | 第13-30页 |
| ·The review of studies on teacher feedback | 第13-19页 |
| ·The definition of teacher feedback | 第13-14页 |
| ·Classifications of teacher feedback | 第14-16页 |
| ·Teacher feedback in I-R-F move | 第16页 |
| ·Teacher feedback and language learning | 第16-18页 |
| ·Teacher feedback and classroom interaction | 第18-19页 |
| ·The review of politeness theory | 第19-26页 |
| ·Goffman’s concept of face | 第19-20页 |
| ·Brown & Levinson’s politeness theory | 第20-24页 |
| ·Leech’s politeness principle | 第24-25页 |
| ·Gu Yueguo’s study of Chinese politeness | 第25-26页 |
| ·Related studies on politeness in classroom setting | 第26-30页 |
| Chapter 3 Research Methodology | 第30-33页 |
| ·Subjects | 第30-31页 |
| ·Instruments | 第31-32页 |
| ·Research questions | 第32-33页 |
| Chapter 4 Data Analysis | 第33-67页 |
| ·Politeness strategies used in feedback on students’right answers | 第33-43页 |
| ·Approving students’answers | 第33-37页 |
| ·Repeating students’answers | 第37-41页 |
| ·Praising students’answers | 第41-42页 |
| ·Expressing gratitude to students | 第42-43页 |
| ·Politeness strategies used in feedback on students’wrong answers | 第43-52页 |
| ·Softening the tone of speech | 第44页 |
| ·Being vague | 第44-45页 |
| ·Being indirect | 第45-48页 |
| ·Avoiding or mitigating disagreement | 第48-50页 |
| ·Conveying good will | 第50-52页 |
| ·Politeness strategies used in feedback when students fail to answer questions | 第52-61页 |
| ·Showing sympathy and understanding | 第52-53页 |
| ·Conveying cooperation | 第53-56页 |
| ·Minimizing imposition | 第56-61页 |
| ·The actual use of politeness strategies among participant teachers | 第61-67页 |
| ·The general frequency | 第61-64页 |
| ·Gender differences | 第64-67页 |
| Chapter 5 Data Interpretation | 第67-81页 |
| ·Establishing positive classroom environment and lowering students’anxiety | 第68-72页 |
| ·The students’anxiety in EFL classrooms | 第68-70页 |
| ·The role of teachers’politeness in lowering students’anxiety | 第70-71页 |
| ·The politeness strategies serving to lower students’anxiety | 第71-72页 |
| ·Enhancing classroom interaction | 第72-77页 |
| ·The importance of classroom interaction in learning | 第72-74页 |
| ·The role of teacher feedback in classroom interaction | 第74-75页 |
| ·The role of teacher politeness in enhancing classroom interaction | 第75-76页 |
| ·The politeness strategies serving to enhance classroom interaction | 第76-77页 |
| ·Maintaining harmonious teacher-student relationship | 第77-81页 |
| ·The role of teacher-student relationship in classroom learning | 第77-78页 |
| ·The role of teacher feedback in teacher-student relationship | 第78-79页 |
| ·The politeness strategies serving to maintain harmonious teacher-student relationship | 第79-81页 |
| Chapter 6 Conclusion | 第81-85页 |
| ·The overview of the present study | 第81-82页 |
| ·Implication of the study | 第82-83页 |
| ·Limitations of the present study and suggestions for further study | 第83-85页 |
| Bibliography | 第85-89页 |
| Appendix | 第89-90页 |
| 攻读硕士学位期间取得的学术成果 | 第90-91页 |
| Acknowledgements | 第91页 |
