Mind your Ps and Qs! How polite instructions affect learning with multimedia

Schneider, Sascha; Nebel, Steve; Pradel, Simon; Rey, Günter Daniel

doi:10.1016/j.chb.2015.05.025

Cited by 27 publications

(17 citation statements)

References 46 publications

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“…Apart from the personalization effect, which is influenced by cultural differences, other design decisions only occur in differences between cultures or only become apparent within a specific cultural group. These culturally influenced cues are called “cultural cues” (Schneider et al 2015b ). An example of a culturally influenced effect is the politeness effect.…”

Section: Social Cues In Static Verbal Learning Materialsmentioning

confidence: 99%

“…An example of a culturally influenced effect is the politeness effect. This effect describes that learners learn better with polite instructions (e.g., Mikheeva et al 2019 ; Schneider et al 2015b ) or polite feedback (e.g., McLaren et al 2011a , 2011b ) rather than with direct language forms. The effectiveness of polite feedback is explained by the politeness theory of Brown and Levinson ( 1987 ), which states that people strive to save face in interaction (even with digital environments).…”

Section: Social Cues In Static Verbal Learning Materialsmentioning

confidence: 99%

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The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

et al. 2021

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For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed.

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Section: Social Cues In Static Verbal Learning Materialsmentioning

confidence: 99%

Section: Social Cues In Static Verbal Learning Materialsmentioning

confidence: 99%

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

et al. 2021

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“…Based on theories of politeness, recent research has focused on the possible influences of politeness on learning with media (e.g. Schneider, Nebel, Pradel, & Rey, 2015). A meta-analysis by Ginns, Martin & Marsh (2013) showed that politeness could enhance the retention and transfer of knowledge.…”

Section: Introductionmentioning

confidence: 99%

Pragmatic Marker as a Language Politeness Mitigating Device in Talk Show on Spiritual Genre

et.al¹

2021

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High level social communication skill involving language politeness is important in communications and as such, it cannot be ruled out. As such, this paper aimed to explore the function of the ya pragmatic marker as a tool for language politeness as well as its relationship with the usage of the language politeness strategy from the pragmalinguistic aspect. In this study, the researcher used the religious talk show programme hosted by ustazah (female religious teachers) in the context of examining the pragmatic marker. The particular religious talk show programme was produced by TV9 and it was titled Tanyalah Ustazah with the topic The Decency in Facing Difficulty ‘Kebaikan dalam Masalah’. The data acquired was then transcribed to enable the analysis process. The data was processed using the AntConc 3.2.4w software and later it was analysed using a qualitative method. Additionally, the ya pragmatic marker was also described based on the contemporary and authentic corpus data. The analysis was conducted using Brown and Levinson’s Politeness Theory (1987). The findings showed that the ya pragmatic marker in the religious talk show genre could function as a language politeness device.

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“…Politeness is pragmatic instrument that have varieties structure (including nonverbal structures) that functioned to recognize how speech acts are used to achieve communication goals smoothly (Brown & Levinson, 1987;García-Fuentes & McDonough, 2018;Harooni & Pourdana, 2017). Teaching politeness strategies to the students can encourage student's interpersonal communication, so the students have awareness of maintaining good interpersonal relationship is not only about pleasing each other but respecting too (Adel, Davoudi, & Ramezanzadeh, 2016;Flores-Salgado & Castineira-Benitez, 2018;Kavanagh, 2016;Li, 2012;Maros & Rosli, 2017;Schneider, Nebel, Pradel, & Rey, 2015;Tsakona, 2016). In Indonesia, politeness strategies have been the issue in the English language classroom context.…”

Section: Introductionmentioning

confidence: 99%

An analysis of Politeness Strategies in Indonesian English Textbooks

2019

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The research aimed explores politeness approaches in EFL textbooks, especially Indonesian English textbooks. There were two textbooks which analysed as the sample for this study. The textbooks entitled “Talk Active 1” and “Talk Active 2: Language and Culture Programme”. The researcher limited the analysis on the dialogs which provided as materials in the textbooks. Brown & Levinson's (1987) politeness strategies were applied to categorize the data. The researcher applied content analysis method proposed by Denscombe, (2010) as the research method. The results of the study revealed bald on-record, positive politeness, negative politeness, and off-record were reflected in the Indonesian English textbooks. Both types of bald on-record strategies were found in the Indonesian English textbooks. However, there were only three types of off-records strategies were reflected in the textbooks. The finding revealed 11 types of positive politeness as strategy follows: S1: Notice, attend to hearer; S2: Exaggerate, S3: Intensify interest to hearer; S4: Use in-group identity markers; S6: Avoid disagreement; S7: Presuppose/assert/raise common ground; S8: Joke; S10: Offer, promise; S12: Include both speaker and hearer in the activity; S13: Give (or ask for) reasons; S14: assume or assert reciprocity. The result also presented 8 types of negative politeness as follows: S1: Be conventionally indirect; S2: Question, hedge; S3: Be pessimistic; S4: Minimize the imposition; S5: Give deference; S6: Apologize; S7: Impersonalize speaker and hearer and S10: Go on record as incurring a debt, or as not indebting hearer. The analysis showed positive and negative politeness strategies were central strategies that reflected in the textbooks. It proved that Indonesian English textbooks have pragmatics input for the students.

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Mind your Ps and Qs! How polite instructions affect learning with multimedia

Cited by 27 publications

References 46 publications

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Pragmatic Marker as a Language Politeness Mitigating Device in Talk Show on Spiritual Genre

An analysis of Politeness Strategies in Indonesian English Textbooks

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