Abstract
Communication in classroom is a vital means for teachers to understand students’ mastery degree of knowledge, their ideals and their views. Students’ apprehension of classroom communication influences their performance in following class. Chinese face is always regarded as part of our national character and it is a particular feature. A lot of scholars try to explain and analyze it when they first realize the existence of Chinese face. Zhai Xuewei points out that face is still vital for Chinese and has great influence on our current life. So this thesis explores students’ apprehension in two kinds of class from the perspectives of face theories. Both the thesis and design of questionnaire are based on Goffman’s theories about face as well as Hu Sien-chin’s and Zhai Xuewei’s lists of behaviors about losing face and conditions with face needs. The subjects are English major students in Hangzhou Normal University. And the researcher uses SPSS 17.0 as a tool to analyze valid questionnaire papers. The results show that college students do have negative experiences with actions about losing face in classroom communication, and they also feel worried about their behaviors may make other people losing face.
Keyword: apprehension of classroom communication; face theories; college students; case study
Contents
Abstract
摘 要
1. Introduction-1
1.1 Background-1
1.2 Organization of the Thesis-1
2. Literature Review-2
2.1 Brief Definition of Classroom Communication-2
2.2 Theories about Face-2
2.2.1 Goffman's theory of face-2
2.2.2 Chinese Concepts of Face-3
3. Methodology-5
3.1 Subjects-5
3.2 Instruments-5
3.3 Procedure-6
4. Data Presentation and Discussion----College Students’ Apprehension of Classroom Communication
Influenced by the Concept of Face-7
4.1 Without an Outsider-8
4.1.1 Students’ Apprehension of Teacher-a Student Communication-8
4.1.2 Students’ Apprehension of Student-Teacher Communication-9
4.1.3 Students’ Apprehension of Student-Student Communication-10
4.1.4 Students’ Apprehension of Student-Class Communication-11
4.2 With an Outsider-11
4.2.1 Students’ Apprehension of Teacher- a Student Communication-11
4.2.2 Students’ Apprehension of Student-Teacher Communication-12
4.2.3 Students’ Apprehension of Student-Student communication-13
4.2.4 Students’ Apprehension of Student-Class Communication-13
5. Conclusion-15
5.1 Major Findings-15
5.2 Limitations-15
Reference-16
Appendix І-17
