Teachers’ Linguistic Politeness in Classroom Interaction: A Pragmatic Analysis

Abstract

This study aimed to uncover the different structures of linguistic politeness used in the utterances of the teachers in classroom interaction. More specifically, the analysis made use of House and Kasper’s (1981) Politeness Linguistic Expressions, Brown and Levinson’s (1987) Politeness Strategies, and Leech’s (1983) Politeness Maxims. Using observation and interview, several structures of linguistic politeness were unearthed. Firstly, the politeness linguistic expressions involved politeness markers, consultative devices, downtoners, committers, forewarning, hesitators, and agent avoider. Secondly, the politeness strategies involved positive politeness, negative politeness, off-record strategy, and bald-on record strategy. Lastly, the politeness maxims involved tact, approbation, modesty, and agreement maxim. Politeness is a non-value-laden linguistic phenomenon where it does not always mean what people in the here-and-now take it to mean, but there can always be a conventional ways of expressing so in a particular social interaction. The structures of linguistic politenesss do not always lead to conflict-avoidance, but they only contribute to the success of the effect of the expressions used. Hence, whatever may seem to have been considered as conventionally conventionalized or non-conventionalized politeness in a context, several factors must need to be considered for an expression to be a form of politeness strategy that performs supportive facework.

Maxim of Politeness to Improve Language Principles: Case Study on Mata Najwa Trans 7 Talk Show Program

“…Putting consensus and sympathy concepts into practice becomes crucial to upholding the civility maxim ( Culpeper & Pat, 2021;Ramli et al, 2023;Syting & Gildore, 2022;Tantucci et al, 2022). In Syting and Gildore's view, this modesty maxim consists of four maxims: tact, consent, politeness, and agreement (Syting and Gildore 2022). Maximum politeness is a model of politeness found in everyone.…”

“…For this reason, relevance theory anticipates that speakers and interlocutors must have the same cognitive understanding of a speech event (Joh, 2019). Speakers and interlocutors who do not have agreement and harmony in speech, of course, language politeness will not be realized (Lee, 2018;Nursanti et al, 2023;Prayitno et al, 2021;Syting & Gildore, 2022;Tantucci et al, 2022). Politeness is essential in language; therefore, speakers and interlocutors must master fundamental maxims such as the maxim of self-denigration and gloominess (Chen, 2019).…”

Demystifying Powers and Ideologies via Illocutions in Pope Francis’ Pandemic Homilies: A Discourse Analysis

“…This study followed a descriptive-qualitative methodology informed by discourse analysis (DA). Since DA is qualitative and interpretive, it allowed me to thoroughly analyze the data and draw meaningful conclusions about the research issues posed in this study (Budd, 2005;Syting, 2018). The objective of discourse analysis is to comprehensively delineate and elucidate linguistic occurrences by taking into account the affective, cognitive, contextual, and societal factors that underlie their usage (Gee, 2005).…”

Students’ E-complaints on the Promises and Pitfalls of Blended Learning: A Socio-Pragmatic Analysis

“…According to Brown and Levinson (1987), off-record politeness involves using indirect language to avoid imposing on the hearer. This strategy allows the speaker to indirectly convey a face-threatening act (FTA), leaving room for various interpretations (Syting & Gildore, 2022). Hearer inference is crucial to grasp the speaker's intended meaning (Supriyanta, 2017).…”

“…For example, Llorica and Sosas (2022) delved into the different politeness strategies employed by students in household conversations, uncovering instances of disrespectful and impolite behavior even when interacting with elders. Syting and Gildore (2022) examined linguistic politeness in classroom interactions, emphasizing that conventionally or nonconventionally polite language may not always effectively maintain supportive facework. Similarly, Victoria (2009) investigated the use of impoliteness in the context of tertiary education, revealing how professors strategically employ impoliteness to assert dominance in the classroom, highlighting the complex nature of impoliteness and its role in shaping power dynamics within educational landscapes.…”