IJLLL 2020 Vol.6(2): 81-85 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2020.6.2.255

An Analysis of Classroom Language Based on the Cooperative Principle and Face-Saving Theory

Y. Xie
Abstract—This paper investigates the classroom language and its realization and confrontation against Grice’s cooperative principle. It analyses four selected fragments in the teaching process of the same class, which mainly introduces a new sentence structure to students. These four Dialogues consist of three stages in an exchange of teaching: initiation, response and feedback. In line with that, this paper unfolds the analyses of classroom language. The results demonstrate that teacher consciously violates the quantity maxims to achieve specific purposes like emphasizing. Meanwhile, the quantity maxims is used for knowledge input as well. Furthermore, the class activities is organized by the teacher according to relation maxim. The interactive communication between teacher and students reflects the strategy in terms of face-saving theory adopted by teacher to interaction during teaching progress. These findings may provide useful insights for classroom language and more effective way of teaching.

Index Terms—Classroom language, Grice’s cooperative principle, teaching process.

Y. Xie is with the Southwestern University of Finance and Economics, China (e-mail: 1014826064@qq.com).

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Cite:Y. Xie, "An Analysis of Classroom Language Based on the Cooperative Principle and Face-Saving Theory," International Journal of Languages, Literature and Linguistics vol. 6, no. 2, pp. 81-85, 2020.

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