Teacher and Students’ Politeness Strategies in EFL Classroom Interactions

Fitriyani, Santi; Andriyanti, Erna

doi:10.21093/ijeltal.v4i2.473

Cited by 19 publications

(26 citation statements)

References 20 publications

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“…According to Brown & Levinson (1987), off-record politeness is a strategy in which the speaker's intention is stated indirectly (implicitly), causing the speaker's intention to become vague or unclear (Yusuf & Anwar, 2019;Sapitri et al, 2020;Fitriyani & Andriyanti, 2020) . For example, the speaker may use the words "clue" or "hint" to refer to what was discussed with the hearer.…”

Section: Off-record Politenessmentioning

confidence: 99%

Politeness in Thesis Consultation by WhatsApp: Do Lecturers and Students Apply Different Strategies?

Pasaribu

Saragih

Gea

2021

Elsya

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The study of politeness in education setting interaction has increased in last decades. However, the investigation of politeness strategies in lecturer-student interaction using WhatsApp is relatively unexplored. Therefore, this study aims to explore politeness strategies used by a lecturer and students in virtual communication using WhatsApp during thesis consultation. The researcher applied a mixed method: qualitative and quantitative research to discover the politeness phenomena in WhatsApp interaction. The participants of the study were 10 undergraduate students of English Department, University of HKBP Nommensen, and a lecturer as their thesis consultant. The data of the study consist of 50 screenshots of WhatsApp chats thesis consultation. The results show that all four types of politeness strategies were found in lecture-students interaction. The politeness strategies used by the lecturer and students differ greatly. The lecturer dominantly employed bald on-record (30. 93%) with the most imperative sentences realization; on the other hand, the students tend to use positive politeness strategy (23.20%) with the most greetings realization. This demonstrates that lecturers keep their distance when communicating, whereas students attempt to “get closer” during the interaction. The different politeness strategy choices are caused by the different power and social status (position) factors between lecturers and students. The findings of this study also show that the politeness strategies chosen by lecturers and students are not always consistent with previous similar studies.

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Section: Off-record Politenessmentioning

confidence: 99%

Politeness in Thesis Consultation by WhatsApp: Do Lecturers and Students Apply Different Strategies?

Pasaribu

Saragih

Gea

2021

Elsya

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“…Mahmud (2019) similarly showed the use of address terms as in group identity markers that students frequently use during face-to-face classroom presentation. It is also explored by Fitriyani, Andriyanti (2020), who found that address terms were used to establish an honourable status to the lecturer. Using personal names as address term politeness strategy seems to have not been explored or mentioned in previous studies on online learning.…”

Section: Discussionmentioning

confidence: 99%

The Students’ Strategies in Online Learning Interaction: Exploring Politeness in Google Classroom during Covid-19 Pandemic

Sembiring

Sianturi

Simanjuntak

et al. 2021

Elsya

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Teacher-student politeness has been well-explored over the years, but mostly in direct or face-to-face communication. This study aims to fill the gap of politeness between students and educators in online learning, specifically in the sessions of one of the staple and most used educational platforms during the Covid-19 pandemic, namely Google Classroom. This study applies qualitative research method by describing the phenomenon of the language. This study observed the interaction of 36 English Literature Department students during their Google Classroom sessions from April to July 2021. The researchers analysed the students’ interaction with their lecturer according to Brown and Levinson’s politeness theory. Five politeness strategies were identified, namely the positive politeness strategies (i.e., greeting, gratitude and address term), negative politeness (i.e., apology) and vernacular language. The gratitude and address term expression conveyed by “Thank you, Mam” is dominantly used by students to minimize threat when giving comments for every instruction created by lecturer. Results of this study showed that the students use politeness strategies to ensure the effectiveness of online learning, yet they also limit their text-based interaction with the short expressions of politeness such as “Hi, mam” or “Yes, mam”. This finding contributes to shedding light on the aspect of politeness in online interaction in Google Classroom and directs future studies to explore politeness in other contexts.

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“…Furthermore, it was shown that sociocultural characteristics such as the degree of imposition, power, and distance impact politeness strategy selection. In the same line, Fitriyani and Andriyanti (2020) looked at how politeness strategies are used in interactions in an EFL classroom. A descriptive qualitative research approach was employed in this research for investigating the instructor and student politeness strategies in their interactions.…”

Section: Spencer-oatey's View Of Rapport Managementmentioning

confidence: 99%

Applying the Spencer-Oatey Model for Investigating the Politeness Strategies in EFL Teacher-Student Interactions

Khoshnaw

2022

JUOR

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One of the main goals of learning any language is the ability to communicate, and politeness is considered an important aspect of communication in each language and culture. The main purpose of this study was to investigate politeness strategies that are used in EFL classroom interactions between teachers and students based on the framework of Spencer-Oatey (2008). To this end, students of five EFL classes (N =148) in two cities in Iraqi Kurdistan, Erbil and Sulaimani, were selected and their interactions with teachers (N = 5) were audio-recorded. Transcription of the recorded data revealed that teachers used all the politeness strategies of the Spencer-Oatey model in which equity rights was the most frequent strategy of politeness, while only three strategies of the Spencer-Oatey model were used by the students, which were Identity of Face, Quality of Face, and Equity Rights. Moreover, the results of this study revealed that classrooms in the context of the study are mostly teacher-oriented, teachers manage the classroom, and students mostly speak when they are asked to answer a question. Therefore, it is recommended that teachers attempt further to engage the students and provide situations for more communication.

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Teacher and Students’ Politeness Strategies in EFL Classroom Interactions

Cited by 19 publications

References 20 publications

Politeness in Thesis Consultation by WhatsApp: Do Lecturers and Students Apply Different Strategies?

Politeness in Thesis Consultation by WhatsApp: Do Lecturers and Students Apply Different Strategies?

The Students’ Strategies in Online Learning Interaction: Exploring Politeness in Google Classroom during Covid-19 Pandemic

Applying the Spencer-Oatey Model for Investigating the Politeness Strategies in EFL Teacher-Student Interactions

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