Lulu Tang

As curriculum reform progresses, the importance of students’ active participation in classroom activities has gained attention. However, students’ voices have long been marginalized in the current education system. This study examines three phenomena—silent discourse, monologic discourse, and false endowment—in English classes at LiCheng Second Middle School in Jinan, through the lens of face-threatening acts. It reveals that students often withhold their discourse to protect their self-esteem, and teachers’ impatience or personality traits can exacerbate this issue by threatening students’ face. This paper advocates for restoring students’ discourse to address the problem of their underrepresentation in English teaching.

Face theory; Traditional English classes; Students’ discourse; Absence

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