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lk in the extensive reading class. She thought teachers*' explanations andinstructions are the most important part of teacher talk, and teachers' explanations andinstructions could directly influence students' learning effects. However, she did not pointout on which part the teachers would specifically influence the students. Pan and Song(2000) studied the characteristics of teacher talk in English as a foreign languageclassroom teaching. They talked about this topic from different points of perspectives. Liand Zhu (2000) analyzed teachers' words from the aspect of correcting students' exercises.Zhou and Zhou (2002) conducted a research about teacher talk in college Englishclassrooms. They found that the quantity and quality of the teacher talk have great effectson students learning opportunities. Zheng (2002) explored the relationship between teachertalk and learner output in college English classroom. Gan，Shi and Wang (2002) carried outa research about the differences in questioning strategies between foreign teachers andChinese teachers in a senior high school. Liu and Tang (2003) analyzed teacher talk fromits linguistic forms and pragmatic functions. Kong and Zhang (2005) worked on the study of features of teacher talk in intensive reading class of English major students.

Chapter Two literature review

2.1 Introduction
In this chapter，previous studies on Face Theory and teacher talk are brieflyintroduced. In the first section, Goffman's concept of face together with Brown andLevinson's Face Theory are given, and the strength of Brown and Levinson's Face Theoryis elaborated to provide as the theoretical framework. In the second section，relevantliterature on teacher talk is presented, including the definition, characteristics,classifications and functions of teacher talk. At last，a brief summary of theories regardingthe two aspects will also be given in order to generalize the whole part of literature reviewand serve as guidance for the future study.

2.2 Related Studies on Face Theory
In the 1950s, Erving Goffman put forward the concept of “face” and “face work，’. Heheld the view that the matter of face always exists in human communications, and peopleusually do a lot of face work in order not to threaten others' face and so as to preserve theirown face. Based on Goffman's principles and theories, linguists including Grice (1975)，Lakoff (1979), Brown and Levinson (1978，1987) and Leech (1983) have set up their owntheoretical theories. In this thesis, Goffman's concept of face together with Brown andLevinson's Face Theory will be elaborated.

2.2,1 Goffman's Concept of Face
In 1955，Erving Goffman published the article On Face Work，in which he firstcreated the term “face” and “face work”. He coined the term “face” to refer to the positivesocial value a person effectively claims for himself by the line others assume he has takenduring a particular contact. Face is the desired image of self delineated in terms ofapproved social attributes, ft is the self-image that individuals seek to perform andmaintain in interactions with others. He illustrated the concept of face from the perspectiveof people's behaviors in social interactions. As an interactional accomplishment，face cannot be claimed for just one side, but must be supported by other sides in the interaction. Heargued that our entire society is built upon the social interactions betwee本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。