Empirical Study on Politeness Strategies in the Classroom of “College English” in Chinese Applied Private Universities

本研究以泉州信息工程学院为例，对151名学生及全体英语教研室教师(共16名)进行了问卷调查，详细观察了5节时长45分钟的英语课堂，并进行了半结构化异步访谈，访谈涉及4名教师和6名学生。研究探讨了中国民办本科高校《大学英语》课堂中教师礼貌策略的应用效果、影响机制及改进策略。结果显示：1) 师生普遍认同顾曰国的“德、言、行”准则，对“贬己尊人”准则不太了解；2) 适度运用礼貌策略能显著提升学习动机(93.84%)和课堂参与度(86.3%)，然而过度使用则会带来负面影响如削弱学习兴趣(80.14%)；3) 在情感关怀(学生需求)与教学支持(教师侧重)方面，师生之间存在显著的期望差异。基于上述发现，研究构建了涵盖情感、语言及行为礼貌的“一准则三次则六方法”优化框架，为应用型民办本科高校的英语教学提供了理论与实践层面的双重指导。This study takes Quanzhou University Information Engineering as a case, conducting questionnaires with 151 students and all 16 English faculty teachers, observing five 45-minute English classes in detail, and performing semi-structured asynchronous interviews involving 4 teachers and 6 students. The research explores the application effects, influencing mechanisms, and improvement strategies of teacher politeness strategies in China’s “College English” classrooms at private applied undergraduate universities. The findings reveal that: 1) Teachers and students generally recognize Gu Yueguo’s “virtue, speech, and conduct” principles, while showing limited familiarity with the “self-denigrating and other-respecting” principle; 2) Moderate use of politeness strategies significantly enhances learning motivation (93.84%) and classroom engagement (86.3%), whereas excessive application may lead to negative effects such as reduced learning interest (80.14%); 3) There exists a notable expectation gap between students’ emphasis on emotional care and teachers’ focus on instructional support. Based on the aforementioned findings, the study has constructed an “One Principle, Three Sub-principles, Six Methods” optimization framework that encompasses affect, language, and behavioral politeness, providing dual guidance at both theoretical and practical levels for the English teaching in applied private higher education institutions.