I wanted to honour your journal, and you spat in my face: emotive (im)politeness and face in the English and Russian blind peer review

Larina, Tatiana V.; Ponton, Douglas Mark

doi:10.1515/pr-2019-0035

Cited by 10 publications

(3 citation statements)

References 72 publications

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“…/ Можно потише, пожалуйста? Furthermore, certain Chinese and Russian teachers employ the ironic technique to deliver critical comments (9). Another similarity is that both criticize students by offering opinion / presenting an alternative suggestion (10).…”

Section: Situation 2 When Students Talk In Classmentioning

confidence: 99%

“…There are also non-conventionalized indirect critical remarks, which can be found both in Chinese and Russian teachers' discourse, we classified them as follows: a) being ironic / joking can be used to offer critical comments (3,9), which involves expressing one's thoughts by saying the opposite or expressing negative attitude; b) presenting option (10), which refers to teachers delivering the intention of criticism by providing a way for students to make a choice. According to our observation, it will threaten students' faces and is unlikely to be welcomed warmly.…”

Section: сравнительно-сопоставительные исследованияmentioning

confidence: 99%

“…Theoretical basis. This study is based on an interdisciplinary approach, which includes Linguistic Pragmatics, especially the Theory of Speech Act (Searle, 1975), Cross-Cultural Pragmatics (Thomas, 1983), Theory of Politeness (Brown, Levinson, 1987;Larina, Ponton, 2022), Cultural Studies (Hofstede, 1984;Hofstede, Hofstede, Minkov, 2005), and the study of teacher-student interaction covering the speech act of criticism (Alemi, Maleknia, 2023; Agustina, Cahyono, 2016; Deveci, Midraj, El-Sokkary, 2023; El-Dakhs, Ambreen, Zaheer et al, 2019; Li, Seale, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ critical remarks in Chinese and Russian classroom discourse

Xia

Zhou

2023

Philology. Theory & Practice

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The purpose of this paper is to examine the performance of teachers’ critical remarks in Chinese and Russian classroom settings, with a focus on identifying the ethnocultural characteristics associated with critical remarks. To achieve this goal, a comprehensive questionnaire was administered, designed to investigate the frequency and linguistic patterns of critical remarks employed by Chinese and Russian teachers. The scientific novelty of the study is supported by the fact that it was the first time that a comparative study focusing on Chinese and Russian teachers’ use of critical remarks in academic settings was conducted. The cultural linguistic features of teachers’ criticism have been identified and the corresponding frequencies within different classroom situations have been measured in the article. The characteristics of Chinese and Russian teachers’ performance of criticism through culture values and contexts have been considered and explained. The findings revealed that both groups used direct and indirect criticism. Nonetheless, certain cultural variations were noted, with Chinese teachers using direct criticism more frequently than Russian ones. We suggest that these differences are due to cultural values and teachers’ role positions in China and Russia. This research provides valuable insights into the intricate interplay between language, culture, and pedagogical practices, shedding light on the distinctive features of teachers’ critical remarks in Chinese and Russian classrooms.

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Section: Situation 2 When Students Talk In Classmentioning

confidence: 99%

Section: сравнительно-сопоставительные исследованияmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ critical remarks in Chinese and Russian classroom discourse

Xia

Zhou

2023

Philology. Theory & Practice

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Culture and identity in critical remarks

Zbenovich

Larina

Ozyumenko

2023

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Awareness of cultural specificity in current classroom discourse is particularly important in an educational setting that has become largely multicultural due to globalization, migration and academic mobility. Drawing on the intercultural and cross-cultural pragmatics, and cultural studies, this paper explores the speech act of critical remark in Russian and Israeli classroom settings, focusing on students’ view of its degree of conventionality and admissibility. Data were obtained from a student survey questionnaire (undertaken between 2017-2019). Highlighting similarities and differences, we argue that both Russian and Israeli classroom settings exhibit critical remark as not uncommon, though varying in acceptability. Findings show that critical acts need not be limited to the merely conflictual, but may even be perceived positively, and may moreover exert varying levels of illocutionary force and be interpreted differently by different cultural groups.

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