Impoliteness in interlanguage requests of EFL learners in Poland

Szczepaniak-Kozak, Anna

doi:10.12775/lincop.2016.016

Cited by 2 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another study conducted by Szczepaniak-Kozak (2016). In his study, impoliteness is multifaceted and noticeable as defined by Culpeper (1996) as follows: attacking the addressee's need to be unimpeded, sarcasm or mock politenessuse of insincere politeness strategies or withholding politeness.…”

Section: Literature Reviewmentioning

confidence: 99%

Face Threatening Acts in Pre-Service Teachers and Students: A Case Study in EFL Classroom

Sapoetra

2021

Biormatika

View full text Add to dashboard Cite

Maintaining relationship between teachers and students is one of the key issues in Education. This issue is important as the relationship affects the process as well as the results of students’ learning. It is also significant how the teachers interact with the students in the classroom. In this study we would like to see whether teachers’ attitude affects students’ perception on such a behavior. This was seen through the language that teachers use in the classroom. Some teachers tend to use face threatening acts (FTA), which cause the students feel uncomfortable, tense, and anxious (Pomerantz 1984, Beebe & Cummings 1985, Chen, 2006). As a result, the students’ learning outcomes might be affected. In some cultures, doing such a thing would be considered impolite. The study was conducted in one of the private senior high schools in Jakarta with a sample of two teachers and 50 students of Grades 10 & 11 from two EFL classrooms. The study used qualitative and quantitative approach with descriptive statistics to analyze the findings. A list of questionnaires was used along with an interview with the two teachers to clarify the results. The discussion covered several aspects regarding the existence of FTA in EFL classrooms: the kinds of threatening acts used, the patterns of the threatening acts, the factors of using threatening acts, and the students’ responses of threatening acts. The study was expected to give insights for the pre-service teachers in EFL classroom.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Face Threatening Acts in Pre-Service Teachers and Students: A Case Study in EFL Classroom

Sapoetra

2021

Biormatika

View full text Add to dashboard Cite

show abstract

“…To date there are two research categories that have investigated impoliteness in L2 learning contexts. The first type of study investigates impoliteness embedded in speech act production by FL/L2 learners (e.g., Szczepaniak-Kozak, 2016;Wijayanto et al, 2017). An interlanguage pragmatic study by Wijayanto et al, (2017) examined impoliteness embedded in complaint utterances.…”

Section: Studies Of Impoliteness In Fl/l2 Learningmentioning

confidence: 99%

Evaluating Impoliteness in L2 : A Study of Pragmatic Competence of Indonesian EFL Teacher Trainees

Wijayanto¹

2019

The Journal of AsiaTEFL

View full text Add to dashboard Cite

The last two decades have witnessed many studies reporting factors that promote second language (L2) learners" pragmatic competence such as pragmatic input, language proficiency, and pragmatic instruction. Length of formal study, although it may relate to language proficiency indirectly, has been a rather neglected aspect in pragmatic acquisition research. This study analyses the effects of length of time spent learning English formally on English language learners" ability to evaluate impoliteness and the foundations by which they evaluate it. Empirical data were collected by means of questionnaires and a semi-structured interview from one hundred EFL teacher trainees at a private university in Central Java Indonesia. The participants were divided into two groups. Group 1 (n = 50) studied English for nine and half years and group 2 (n = 50) studied English for eight and half years. The overall results revealed that the length of time spent learning English affected the learners" capability of comprehending impoliteness in particular off-record impoliteness. The English learners in the present study mostly used Quality face violation as the foundation of impoliteness evaluation.

show abstract

Impoliteness in interlanguage requests of EFL learners in Poland

Cited by 2 publications

References 1 publication

Face Threatening Acts in Pre-Service Teachers and Students: A Case Study in EFL Classroom

Face Threatening Acts in Pre-Service Teachers and Students: A Case Study in EFL Classroom

Evaluating Impoliteness in L2 : A Study of Pragmatic Competence of Indonesian EFL Teacher Trainees

Contact Info

Product

Resources

About