Teaching Impoliteness in The Second Language

Proceedings of SOCIOINT 2022- 9th International Conference on Education & Education of Social Sciences

This paper is dedicated to politeness, the communicative features of politeness and the influence of politeness on people's communicative behaviors in teaching a second language. In order to understand an interlocutor from another culture, it is essential to be aware of (im) politeness in his/her culture and teach politeness to second language learners as well. In the present study, we aimed at analyzing the various approaches proposed in association with teaching politeness to second language learners, highlighting the importance of politeness and its communicative characteristics as well as reviewing the different approaches to teaching politeness to second language learners. One practical shared attribute across all approaches is raising awareness and developing analytical skills among second language learners. Although different approaches to teaching politeness to second language learners have been developed, these approaches have either been extremely theoretical in their politeness conceptualizing or involved patterns that could not properly draw the understanding of politeness among respondents/learners in different cultures. Thus, it is discussed that an approach encompassing learners' understanding of politeness is a more reliable triggering point in order to raise the learners' sociopragmatic awareness of (im) politeness in different languages and cultures. This strongly endorsed approach is a practical intellectual approach, in which raising the learners' pragmalinguistic awareness in connection with the interactional fulfilling of specific meanings and actions through personal interactions is interconnected with raising the learners' sociopragmatic awareness regarding what underlies evaluations of those meanings and actions as (im) polite. In fact, by raising the learners' sociopragmatic awareness through this approach, learners are equipped with appropriate means of analyzing differences that happen between the politeness systems in their first and second language [Huang 2008]. In conclusion, by concentrating on politeness, the communicative specificities of politeness as well as teaching politeness in a second language, the critical element of culture of the target language in understanding the words, sentences and expressions as well as (im) polite features in a target language is highlighted. In other words, in order to master a foreign language, it is not only essential to learn the vocabulary and grammatical structures, but also mastering the cultural characteristics and (im) polite standard characteristics of the target language which play an essential role.

Journal of Spanish Language Teaching, 2016

The present study investigates the way in which second-language Spanish learners conceptualize impolite behavior in intercultural interactions while abroad. The data were collected through a prompt that asks participants to write a narration of an impolite situation that occurred while they were studying abroad in Spain or Latin America. Fifty impoliteness events were analyzed for perceived offense type. The results show that learners perceived greater offense to their “quality face” and “social identity face.” Sociocultural and linguistic competence characteristics with respect to the perceived offenses are then discussed. As a result of the analysis, this study concludes with pedagogical recommendations for the teaching of impoliteness in the classroom. Co-authored with J. César Félix-Brasdefer. Link is to download one of the author's free 50 e-copies of the article, if interested.

Research on politeness has flourished since Brown and Levinson's (hereafter B&L) classical (1978, 1987) definition of politeness theory, and has extended to current research on impoliteness. However, there is a knowledge gap in the area of Teaching and Learning Politeness (hereafter TLP) in second language acquisition.This paper aims to identify this gap, by tracing the roots of research on TLP since 1975, to explore how past research has impacted current trends, and then focuses on the position and relevance of TLP in the local Australian curriculum, in the area of intercultural competency, benchmarked in reference to the Common European Framework of Reference (CEFR). The synthesis of the literature in this paper will elicit the challenges in TLP and potentially result in a clearer direction in the area of second-language research on politeness.

Journal of Applied Linguistics and Language Research, 2017

In the present study Classroom politeness is operationally defined according to various strategies or behaviors that the students in question draw upon in reacting to different situations based on their personality type. The study explores through a survey and a discourse completion test the degree of politeness according to personality types in an Iranian context indicate to certain situations. Results show that the possible causes for the any perceived differences in 'impoliteness' between the learners with different personality types are more 'cultural' rather than that of 'impoliteness' on the part of the students. Recommendations are made for program coordinators and teachers to deal with this issue in EFL classrooms along with future needed research.

International Journal of Evaluation and Research in Education (IJERE) , 2024

This study described students’ language impoliteness during the Indonesian language learning process taking place at elementary school in the Kediri Regency, East Java Province, Indonesia. This study used a qualitative approach to the type of qualitative descriptive research. The research participant of this study were elementary school educators and students in Kediri, East Java, Indonesia, who have a rough and smooth Javanese language culture when communicating with teachers during the learning process in class. The results of the study showed that all politeness maxims were violated in the learning process. Language politeness must continue to be implemented in elementary schools because it is still being discovered violation of the maxim of wisdom is shown when students give long-winded statements to educators. Violation of the maxim of generosity is shown when students give emotional statements to educators. Violation of the maxim of praise is shown when students express criticism at will, to both educators and friends. Violation of the maxim of politeness is shown when students make statements that demean the speech partner. Violation of the maxim of agreement can be seen when students are giving very harsh statements and ignoring the rules of the speech partners. The violation of the maxim of sympathy is shown when students do not have sympathy for the speech partner who is having difficulty. Language politeness is very important for the world of education as an effort to familiarize students as the nation’s next generation with polite language.

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020), 2021

Politeness is an important positive character that students should acquire in learning processes. Having a polite character, the students will be able to respect teachers and fellow students and, in return, obtain respects from them. This mutual respect will in turn create positive learning environments. In Indonesian contexts, the need to bring politeness in learning has been confirmed in policy documents which clearly states that politeness is as one of the characters that teachers should teach in classes. In English language classrooms, it is not only taught directly, but it is also integrated in the teaching and learning processes. The integration can be through teaching language functions (for example, apologizing, greeting, respecting, and thanking) where polite verbal and non-verbal expressions in English are taught. The way to perform politeness, however, could be different between Indonesian and English culture. As students could use local language knowledge to learn English language, they could also be possible to use local culture to learn English culture. This paper explores the way local cultural politeness is incorporated in English language classrooms Keywords-politeness, local culture, english culture. I.

This research focused on investigating students and teachers' impoliteness expressions. The researcher collected the data by conducting classroom observations and interview and analyzing the data by adopting a qualitative research. The research was conducted at the second semester at PPs UNM in 2018/2019 academic year. The result shows that the students and teachers used impoliteness expressions in teaching. The students preferred the teacher to use impolite expressions in delivering the material. According to them, using impolite language made the students easier to understand the material delivered by the teacher. They argued that teaching method and including the variation of teacher's language in teaching gave a significant improvement to the students' achievement and understanding. According to Culpeper theory (1996), there are five strategies of impolite expressions used by students and teachers in the classroom. Those are (1) bald on record impoliteness (2) positive impoliteness (3) negative impoliteness (4) sarcasm or mock politeness and (5) withhold politeness.

Barbara Pizziconi and Miriam Locher’s edited collection draws together research and theory on (im)politeness, language pedagogy and second language acquisition, initiating a discourse between the three fields. The conventionalnotion of teaching and learning as cultural transmission through formal pedagogy is expanded to encompass the socio-cultural awareness-raising and acculturation that occurs (sometimes unconsciously) in informal, non-pedagogical contexts. The book therefore adopts a binary thematic structure. Part 1 focuses on existing pragmatic development pedagogy, which propounds explicit instruction in pragmatics, while part 2 emphasizes meta-pragmatic consciousness-raising in naturalistic, non-pedagogical settings. Numerous contrasting sub-themes emerge: first language versus second language learning and socialization, encompassing both pragmatic and meta-pragmatic aspects; macro-level policy issues versus practical, classroom-focused techniques; differing theorizations of politeness and impoliteness; and spoken compared with signed modalities.

1999

This empirical study examines politeness phenomena in the English of first and second language students at an academic institution. Using the theoretical framework of the CCSARP, a OCT and a qualitative questionnaire were used to analyze the speech act realizations of requests and apologies. The main objective of the study was to establish the extent of differences in the choice of speech act realizations and whether distinct patterns of speech act behaviour obtained. Findings show evidence of a difference in preference for positive and negative politeness strategies. The L2's expressed more of a concern for solidarity, than for social distance and deference, using in-group markers to signal social closeness. The L 1 's use of internal modification, in the form of downgraders, exhibited negative politeness. The frequent use of indirectness, especially hints, reflected a hesitancy to impose. Results from the investigation could have implications for enhancing cross-cultural communication.

Intercultural Pragmatics, 2018

This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and br...