INTRODUCTION 1 Rationale
Aims of the study
1 To study the performance of positive and negative politeness strategies in the requests by the characters in the three episodes of the movie Harry Potter
2 To study the effects of S-H relationship on the choices of politeness strategies in the requests of the characters in the three episodes of the movie Harry Potter.
Research questions of the study
1 What are the positive and negative politeness strategies in the requests by the characters in the three episodes of the movie Harry Potter?
2 How does S-H relationship affect the choices of positive and negative politeness strategies in making requests of the characters in the three episodes of the movie Harry Potter?
Scope of the study
This study focuses on verbal communication in politeness strategies related to requests, acknowledging the limitations of a minor thesis that prevent a comprehensive analysis of all aspects While non-linguistic factors such as facial expressions, gestures, and eye contact, as well as paralinguistic elements like intonation and speech speed, are significant, they will not be examined here The research specifically investigates positive and negative politeness strategies as outlined by Brown and Levinson (1987) within the context of requests found in three episodes of the Harry Potter film series: "Harry Potter and the Prisoner of Azkaban," "Harry Potter and the Goblet of Fire," and "Harry Potter and the Half-Blood Prince."
Overview of the movie
The Harry Potter film series, a British-American collaboration based on J.K Rowling's novels, consists of eight films distributed by Warner Bros, starting with "Harry Potter and the Philosopher's Stone" (2001) and concluding with "Harry Potter and the Deathly Hallows - Part 2" (2011) With a remarkable $7.7 billion in global box office receipts, it stands as the highest-grossing film series of all time in unadjusted dollars The series has also received critical acclaim, with audiences appreciating its increasingly darker and more mature themes as the story progresses.
The Harry Potter movie series follows the journey of an orphan named Harry who discovers his inborn wizarding abilities He is invited to attend Hogwarts School of Witchcraft and Wizardry, where he learns essential magical skills Each film depicts a year in Harry's life, primarily set at Hogwarts, as he navigates the challenges of adolescence while overcoming various magical, social, and emotional obstacles.
Methods of the study
This study utilizes a quantitative method that emphasizes the collection and analysis of numerical data and statistics Common techniques in this approach include counting and measuring, resulting in findings represented through numbers displayed in tables and charts.
Design of the study
The thesis consists of three main parts:
This part of the thesis presents the rationale, aims, research questions, scope, method and design of the study.
DEVELOPMENT
This is the nuclear part of the thesis containing two chapters:
THEORETICAL BACKGROUND 1.1 Speech Acts
Speech act theory
Human communication involves various actions expressed through language, collectively known as speech acts This concept is a significant area of interest for researchers, with extensive investigations conducted by theorists such as Austin (1962), Grice (1957, 1975), Hymes (1964), Searle (1969), and Levinson.
(1983), Brown and Yule (1983), Yule (1996), etc so that human communication can be carried out in the most effective way
Speech act theory, introduced by Austin in his seminal work "How to Do Things with Words," offers a fresh perspective on meaning by examining the interplay between linguistic conventions, the context of communication, and the speaker's intentions This theory emphasizes that the meaning of words and sentences is not solely based on their literal definitions but also on the context in which they are spoken and the intended message conveyed by the speaker to the listener.
Austin (1962) describes speech acts as actions carried out through verbal communication These acts include various forms of expression such as requesting, apologizing, complaining, and promising Speech acts are comprised of three interconnected components: the locutionary act, which involves the actual utterance; the illocutionary act, which conveys the intended meaning; and the perlocutionary act, which refers to the effect the utterance has on the listener.
A locutionary act is the fundamental process of creating meaningful linguistic expressions, encompassing three key components: phonetic acts, phatic acts, and rhetic acts Phonetic acts involve the pronunciation of sounds, while phatic acts consist of uttering words or sentences that adhere to the phonological and syntactic rules of a given language Rhetic acts, on the other hand, involve the utterance of sentences that convey specific meanings and references.
Illocutionary act is an act performed via the communicative force of an utterance such as requesting, advising, promising, inviting, etc
Perlocutionary act is “what we bring about or achieve by saying something such as convincing, persuading, deterring and even, say, surprising or misleading” (1962: 109)
Austin emphasizes illocutionary acts, highlighting the inherent force of statements and their performative characteristics He categorizes these acts into five distinct types, each defined by specific performative verbs.
Verdictives are typified by the giving of verdict by a jury, arbitrator or umpire
Exercitives are the exercising of power, rights or influence (e.g appoint, order, warn)
Commissives refer to the amusing of obligation or giving of an undertaking
Behabitives relate to attitudes and social behaviors (e.g apologize, compliment, congratulate)
Expositives address the clarifying of reasons, arguments or expressing viewpoints (e.g assume, concede, suggest)
Language, as defined by Searle (1969:24), is integral to the theory of action, with speech acts like promising, threatening, and requesting playing a crucial role in human communication These speech acts can be categorized into three distinct types, highlighting the complexity and functionality of language in interpersonal interactions.
Utterance acts consist of units of expression such as words and sentences
Propositional acts are those matters having to do with referring and predicting
Illocutionary acts have to do with the intents of speakers such as requesting, promising, commanding, etc
He also classified illocutionary acts into five clear and useful categories:
Representatives: speaker is committed to the truth of a proposition: affirm, conclude, believe, deny, report
Directives: speaker tries to get the hearer to do something: ask, command, request, insist
Commissives: speaker is committed to a course of action: guarantee, pledge, promise, swear, vow
Expressives: speaker expresses an attitude about a state of affairs: apologize, congratulate, regret, thank, welcome
Declarations: speaker alters the external status or condition of an object or situation, solely by making the utterance: I announce you husband and wife
1 1.2 The Speech act of Requesting
A request is defined as a directive speech act aimed at persuading the hearer (H) to perform an action desired by the speaker (S), as noted by Searle (1969) This definition highlights three essential components of a request: the speaker, the hearer, and the intended act For a request to be successful, it is crucial that the hearer is both capable and willing to fulfill the speaker's request.
Searle (1975: 71) continued to develop Austin‟s notion of felicity condition that holds for a successful speech act by proposing the conditions for requesting as follows:
Preparatory condition: H is able to perform A
Sincerity condition: S wants H to do A
Propositional condition: S predicates a future act A of H
Essential condition: count as an attempt by S to get H to do A
In the view of Blum- Kulka et.al (1989), the realization of request can be seen from four aspects:
Hearer dominance: Can you open the door?
Speaker dominance: Do you think I could borrow your car?
Speaker and Hearer dominance: Could we talk now?
Impersonal or the use of unspecific agent such as people, anyone, they, etc.: Can anyone help me?
Requests, regardless of perspective, share fundamental characteristics that highlight the expectations of both the speaker (S) and the hearer (H) concerning verbal or non-verbal actions (Blum-Kulka et al., 1989) Additionally, like other speech acts such as refusals and apologies, making a request can be face-threatening, as it may be perceived by the hearer as an intrusion on their freedom of action (Brown and Levinson).
According to Brown and Levinson (1987), the dynamics of power between interlocutors significantly influence the nature of requests, with superiors typically making more direct requests and inferiors leaning towards indirect ones Additionally, the conventionalized forms and frequency of these requests serve as strong indicators of a society's orientation In a "positively oriented society," there is a greater emphasis on the need for approval and belonging, fostering a sense of in-group connection Conversely, a "negatively oriented society" prioritizes deference and maintaining distance among its members.
Politeness plays a crucial role in intercultural and cross-cultural communication, serving as a fundamental aspect of social order and human cooperation As noted by Gumperz (cited in Brown and Levinson, 1987: xiii), understanding politeness is essential for grasping the foundations of human social interactions.
Throughout the extensive evolution of linguistics, numerous researchers have explored the concept of politeness from diverse perspectives Nguyen Quang (2004: 10) identifies three primary approaches to understanding politeness that are significant in this field.
Set the ideal standard for polite acts to refer such as Grice
Propose the principles of politeness in communication in the form of do‟s and don‟ts like Lakoff, Leech
Specify the necessary strategies to encounter Face Threatening Acts (FTAs) in communication as in Brown and Levinson, 1987
Thus, what is the definition of politeness? There is a variety of different points of view Yule (1996: 60) mentioned concept of politeness together with the concept of face:
Politeness in social interactions refers to the strategies used to acknowledge and respect another person's social standing or "face." It encompasses the concept of etiquette and appropriate behavior within a specific culture, guided by various principles that dictate how individuals can effectively communicate and engage with one another.
Lakoff (1975) emphasized that politeness is a set of behaviors developed in societies to minimize friction in personal interactions It is defined as a system of interpersonal relations aimed at facilitating communication by reducing the potential for conflict and confrontation that exists in human exchanges She identified three key rules that speakers should adhere to in order to maintain politeness in their interactions.
The most formal politeness rule is essential in situations where there is a significant difference in power and status, such as between a student and a dean or an employee and a boss To adhere to this rule, a speaker should demonstrate politeness by either avoiding imposing requests on the addressee or by seeking permission and offering apologies if their actions may cause inconvenience.
In informal politeness, it is important to maintain a respectful tone in situations where both parties hold equal status, such as between a businessman and a client Offering options allows individuals to express their opinions or requests in a way that can be overlooked without feeling rejected or confronted.
Rule 3: Encourage feelings of camaraderie
The participants are intimate or close friends
Politeness
Research by Brown and Levinson (1978, 1987) highlights the dynamics of power in communication, noting that superiors typically make more direct requests, while inferiors lean towards indirect requests Additionally, the frequency and conventional forms of requests serve as key indicators of a society's orientation In a "positively oriented society," the emphasis is on the need for approval and belonging, fostering a sense of in-group connection Conversely, a "negatively oriented society" prioritizes deference and maintaining distance among individuals.
Politeness plays a crucial role in intercultural and cross-cultural communication, serving as a fundamental element for social order and human cooperation As highlighted by Gumperz (cited in Brown and Levinson, 1987: xiii), understanding politeness is essential for grasping the foundations of human social life.
Throughout the extensive evolution of linguistics, numerous researchers have explored the concept of politeness from diverse perspectives Nguyen Quang (2004: 10) identifies three key approaches to understanding politeness that are particularly significant.
Set the ideal standard for polite acts to refer such as Grice
Propose the principles of politeness in communication in the form of do‟s and don‟ts like Lakoff, Leech
Specify the necessary strategies to encounter Face Threatening Acts (FTAs) in communication as in Brown and Levinson, 1987
Thus, what is the definition of politeness? There is a variety of different points of view Yule (1996: 60) mentioned concept of politeness together with the concept of face:
Politeness in interactions refers to the strategies used to acknowledge and respect another person's dignity, often reflecting the etiquette of a specific culture It encompasses various principles that guide polite social behavior and interactions within that cultural context.
According to Lakoff (1975), politeness is a set of behaviors developed in societies to minimize friction in personal interactions It is defined as a system of interpersonal relations aimed at facilitating communication by reducing the potential for conflict and confrontation in human exchanges Lakoff also identified three essential rules that speakers should adhere to in order to maintain politeness in their interactions.
The most formal politeness rule is applied in situations where there is a noticeable difference in power and status, such as between a student and a dean or an employee and a boss To adhere to this rule, a speaker demonstrates politeness by avoiding imposing requests or, if necessary, seeking permission or apologizing for any actions that may inconvenience the addressee.
In informal settings where participants share equal status, such as a businessman and a client, it is important to adhere to politeness rules that foster respectful communication Offering options allows individuals to express their opinions or requests in a manner that can be easily overlooked without causing offense or rejection.
Rule 3: Encourage feelings of camaraderie
The participants are intimate or close friends
Leech (1983) presents a comprehensive framework that enhances Lakoff's rules by introducing several maxims, which relate closely to Grice's (1967) Politeness Principle, focusing on the concepts of "cost" and "benefit."
Tact maxim: “minimize the expression of beliefs which imply cost to other; maximize the expression of beliefs which imply benefit to other”
Generosity maxim: “minimize the expression of benefit to self; maximize the expression of cost to self”
Approbation maxim: “minimize the expression of beliefs which express dispraise of other; maximize the expression of beliefs which express approval of other”
Modesty maxim: “minimize the expression of praise of self; maximize the expression of dispraise of self”
Agreement maxim: “minimize the expression of disagreement between self and other; maximize the expression of agreement between self and other”
Sympathy maxim: “minimize antipathy between self and other; maximize sympathy between self and other”
Leech identifies the Tact maxim as a crucial aspect of politeness in English-speaking cultures, suggesting its universal applicability However, its relevance is most pronounced in English contexts, particularly in formal settings where social distance is prioritized This indicates that the Tact maxim may not be suitable for all cultures, especially those that place a higher value on social intimacy.
The most influential theory of politeness was originated by Brown and Levinson (1978 and revised in 1987) The significant point of their theory of politeness is the concept of
“face” The term “face” in the sense of “reputation”, or “good name” was developed from Goffman‟s concept of “face” (1955) to explain the use of politeness phenomena
According to Brown and Levinson (1987:66), face refers to the public self-image that every member (of a society) wants to claim for himself consisting of two related aspects:
Negative face: the basic claim to territories, personal preserves, rights to non- distraction, i.e to freedom of action and freedom from imposition
Positive face: the positive consistent self-image or personality (crucially including the desire that this self-image be appreciated)
In other words, negative face is the need to be independent and positive face is the need to be connected
Face is an emotionally invested aspect of social interaction that can be lost, maintained, or enhanced, requiring constant attention People generally cooperate to uphold each other's face, recognizing the mutual vulnerability involved; the maintenance of one person's face is often linked to the preservation of others' Since individuals are likely to defend their own face when threatened, this can inadvertently put others' faces at risk Therefore, it is in everyone's best interest to work together in maintaining face during interactions.
Concerned with “positive face” and “negative face”, the concepts of positive and negative politeness are developed
Negative politeness, as defined by Yule (1996:69), is a communication strategy aimed at preserving an individual's negative face This approach demonstrates respect and deference by acknowledging the other person's time and concerns, often incorporating an apology for any potential imposition or interruption.
According to Brown and Levinson (1987), negative politeness is a strategy aimed at respecting the addressee's desire for autonomy and minimizing intrusion on their personal space This approach emphasizes individualism and is particularly favored in English-speaking cultures, as it seeks to avoid imposing on others and maintains their freedom of action.
Positive politeness is a face-saving act that focuses on enhancing an individual's positive self-image It aims to foster solidarity between speakers (Ss) and hearers (Hs), highlighting their shared desires and common goals This approach emphasizes mutual understanding and connection in communication, as noted by Yule (1996:69).
According to Brown and Levinson (1987:101), positive politeness is redress directed to the addressee‟s positive face, his perennial desire that his wants should be thought of as desirable
They also mentioned four kinds of Face Threatening Acts (FTAs) so that people could respect others‟ face, feelings and avoid FTAs
1 Acts threatening to the hearer‟s negative face by indicating that the speaker does not intend to avoid impeding the hearer‟s freedom of action E.g.: ordering, suggesting, threatening, requesting, promising, etc
2 Acts threatening to the hearer‟s positive face by indicating that the speaker does not care about the addressee‟s feelings and wants E.g.: disapproving, contempting, complaining, criticizing, disagreeing
3 Acts threatening to the speaker‟s negative face E.g accepting an offer, excusing, promising unwillingly
4 Acts threatening to the speaker‟s positive face E.g.: apologizing, confessing
Brown and Levinson also point out five macrostrategies that speakers can seek to avoid these above Face Threatening Acts
Circumstance determining choice of strategy
In the realm of interpersonal communication, individuals often face a dilemma regarding face-threatening acts (FTAs) They can either choose to avoid the FTA altogether or opt to engage in it, each decision carrying its own implications for social dynamics and relationship management.
The speaker goes on record in doing an act A, if his statement is directly addressed to the hearer Doing an act on record consists of doing it:
- without redressive (baldly) - the most clear, unobsecure possible way For example: in requesting, we say “Do it!”
Redressive actions, aimed at preserving the hearer's "face," are crucial in mitigating the potential damage caused by face-threatening acts (FTAs) These actions can take two forms, depending on whether they emphasize positive or negative aspects of face By strategically altering and adding to the conversation, communicators can effectively maintain social harmony and respect.
Previous studies on request and politeness strategies
According to Chieko Takezawa in her M.A thesis at the University of British
In her study titled "Politeness and the Speech Act of Requesting in Japanese as a Second Language," conducted in Columbia, Vancouver, Canada, the researcher examined how native Japanese speakers and native English-speaking learners of Japanese navigated their request goals while preserving the face of both the requester and the requestee Utilizing oral role play for data collection, the findings revealed minimal differences in the use of honorific language between the two groups However, distinct linguistic devices were employed for sentence endings, particularly in request speech acts, highlighting the variations between native Japanese speakers and learners of Japanese.
In the Analysis of Appropriateness in a speech act of request in L2 English by Naoko
In a study published in Taguchi in Pragmatics 16:4 (2006), fifty-nine Japanese college students learning English were assessed on their ability to perform speech acts of requests during a spoken role play task, categorized by two different proficiency levels The analysis involved both quantitative ratings on a six-point scale for overall appropriateness and qualitative assessments of the directness of the linguistic expressions used The findings indicated a significant impact of L2 proficiency on the overall appropriateness of requests, with only minor differences in the types of linguistic expressions between the proficiency groups Additionally, the quality of the speech acts appeared to be influenced by the grammatical and discourse control measures included in the rating scale.
Thảo (2010) also studied how politeness strategies manifested in requests in the novel
In her minor M.A thesis at the University of Languages and International Studies, Vietnam National University, the analysis of "The Thorn Birds" through the lens of Brown and Levinson's 1987 theoretical framework reveals that characters predominantly employ positive politeness strategies in their requests, with a slightly higher frequency than negative politeness Furthermore, the study highlights that the use of these politeness strategies varies based on the social relationships among characters.
In her minor M.A thesis at the University of Languages and International Studies, Vietnam National University, Yến (2007) investigated whether British males and females differ in their use of politeness strategies when making requests and whether female speakers are generally more polite than their male counterparts Utilizing a written discourse completion task (DCT) with six scenarios that varied in Power (P) and Social Distance (D), the study involved ten participants (five males and five females) to elicit request speech acts The analysis was grounded in Brown and Levinson's (1987) politeness strategies and the framework by Blum-Kulka et al (1989), which categorized requests into alerters, head acts, and modifications The findings indicated that while both genders exhibited politeness, women were generally more polite and less direct than men, employing internal and external modifications more frequently In contrast, men demonstrated solidarity and in-groupness through the use of endearment terms and informal attention-getters.
According to Hòa (2010), she investigated politeness strategies in cross- cultural communication with respect to conversations found in the coursebook Inside Out (Pre-
The data analysis focused on the politeness theories of Brown & Levinson and Nguyen Quang, revealing that the use of positive and negative politeness strategies varies significantly based on the relationship between the speaker and the hearer The study also provided suggestions and sample exercises aimed at enhancing the teaching and learning of these politeness strategies for improved communication effectiveness.
Summary
This chapter examines key aspects of Speech Acts, focusing on the Speech Act of Requesting and the concept of Politeness, particularly the strategies outlined by Brown and Levinson (1987) It highlights the varying norms across different languages and cultures regarding the appropriate use of speech acts, emphasizing the need for language learners to receive guidance for effective communication in their target language The subsequent chapter will explore findings related to the frequency of politeness strategies in requests made by characters in the Harry Potter movie series, as well as the influence of social hierarchy on the selection of these strategies Additionally, the author aims to address the research questions posed in the study.
POLITNESS STRATEGIES IN REQUESTS IN THE
The frequency of Politeness strategies in Requests in the movie series “Harry Potter”
POLITNESS STRATEGIES IN REQUESTS IN THE
2.1 Politeness strategies in Requests in the movie series “Harry Potter”
This chapter explores the use of politeness strategies in the Harry Potter film series, focusing on how characters make requests and the influence of their social hierarchy (S-H relation) on these strategies Utilizing Brown and Levinson's framework, the study analyzes 15 positive and 10 negative politeness strategies, highlighting the frequency and context of their application in character interactions.
2.2 The frequency of politeness strategies in requests employed in the movie series
The data collection process involves three key steps Initially, all request utterances from character conversations in the three Harry Potter movies are gathered.
In her detailed analysis of the films "Azkaban," "Harry Potter and the Goblet of Fire," and "Harry Potter and the Half-Blood Prince," the author utilizes English subtitles to identify and categorize 313 requests based on three politeness strategies: positive, negative, and mixed The study examines how the S-H (Speaker-Holder) relationships influence the selection of these politeness strategies in character interactions Additionally, comprehensive statistics supporting the research are meticulously calculated and displayed in accompanying tables and charts.
2.2.2 The frequency of politeness strategies in requests employed in the movie series
Table 1: The statistic of positive, negative and mixed politeness strategies
The statistics can be converted into Pie-chart 1 as follows:
Positive politeness strategies Negative politness strategies Mixed politness strategies
Pie- chart 1: The frequency of positive, negative and mixed politeness strategies
The chart clearly indicates that the frequency of negative politeness strategies is approximately 1.5 times greater than that of positive and mixed strategies, supporting Brown and Levinson's theory regarding politeness in Western cultures This suggests a cultural preference for negative politeness, reflecting the Western emphasis on individual territory In contrast, Nguyen Quang (2002) notes that Vietnamese and other Oriental cultures favor positive politeness, prioritizing familiar interactions to express concern for others and reduce social distance.
2.2.2.1 Positive politeness strategies in requests in the movie series “Harry Potter”
Strategy 1: Notice, attend to H (his interest, wants, needs, goods)
This communication strategy aims to enhance positive face by highlighting actions or possessions perceived as good or beautiful By showcasing these aspects, individuals seek to attract attention and positive comments from others, fostering a sense of validation and appreciation.
In this study, characters seem not to prefer using this strategy in making requests with just only 1.53%
E.g.: I gotta tell you something Let me get it straight
Malfoy, are you ok? Let‟s go
(in Harry Potter and the Prisoner of Azkaban)
With this kind of strategy, speaker often exaggerates his interest, approval, high appreciation and positive emotion to hearer
In this strategy, intensifiers are widely used such as so, very, really, extremely, absolutely, terribly, etc
Unfortunately, characters in the movie series do not employ such strategy in their requests
Such strategy is carried out in many different ways; however there are several noticeable ones
Way 1: create a good story (Brown and Levinson 1987)
E.g It was very fine this morning when I was cycling to school However, when I turned left at the corner, I had an accident My bike was broken So, can you lend me some money?
Way 2: vary tenses of sentence
E.g.: Black I like I used to wear it more than I do now; I very rarely wear it now I wore a black jumper, and when I wear it my Mum says „Ah‟, she said But Len likes it, he thinks it looks ever so nice and quite a few people do But when my Mum sees it she said, „Oh, it‟s not your color, you‟re more for pinks and blues.‟ (Brown and Levinson, 1987:106)
Way 3: Use direct speeches instead of indirect ones
“I will persuade her to go with us”, he said instead of: he said he would persuade her to go with them
There is no occurrence of the strategy in the requests of the characters in the movie series
Strategy 4: Use in- group identity markers
In-group identity markers vary across languages in terms of their degree, aspect, and linguistic force Within community-oriented groups, these markers are utilized more frequently and diversely They include specific address forms, distinct languages or dialects, unique jargon or slang, and the use of ellipsis.
In the movie series, characters frequently use address forms to demonstrate a minimal power difference between themselves and their addressees, which results in requests and commands lacking authoritative backing This approach effectively softens their interactions and preserves the face of the hearer Notably, this strategy constitutes 68.7% of positive politeness strategies, marking it as the most prevalent method employed.
E.g.: Uncle Vernon, I need you to sign this form
(in Harry Potter and the Prisoner of Azkaban)
(in Harry Potter and the Goblet of Fire)
(in Harry Potter and the Half- Blood Prince)
There are 2 ways often employed in order to reach agreement between S and H
- Safe topics: The raising of safe topic allows S to stress his/ her agreement with H; and therefore to satisfy H‟s desire to be „right‟ or to be corroborated in his opinion
Repetition in conversation serves to emphasize agreement by echoing what the previous speaker has expressed This technique not only confirms that the listener has accurately understood the message but also highlights emotional alignment with the statement, showcasing interest and surprise.
The author cannot find any request with the employment of this strategy
In communication, Brown and Levinson suggest 4 policies:
- Token agreements: The desire to agree or appear to agree with H leads also to mechanisms for pretending to agree, instances of “token” agreement
Hedging opinions allows individuals, like S, to express uncertainty or ambiguity about their views to avoid direct disagreement While hedges typically reflect negative politeness, certain phrases such as "sort of," "kind of," "like," and "in a way" can also serve a positive politeness function, softening the delivery of one's opinion.
Pseudo agreement is a tactic that employs conclusion markers like "then" and "so" to imply a consensus between speaker (S) and hearer (H) However, these markers are frequently used in situations where no genuine prior agreement exists By referencing a fictitious agreement, this strategy leverages the associations of cooperative agreement, creating an illusion of consensus.
White lies are a manifestation of positive politeness, reflecting the desire to prevent disagreement When individuals are faced with the need to express an opinion, they may choose to tell a white lie to protect the other person's positive face and maintain harmony in social interactions.
In the movie series, this strategy is also used about 3.05% in the requests of the characters with the performance of pseudo-agreement
E.g.: So, please take the cup of the person sitting opposite you
Then let's give it a try
(in Harry Potter and the Prisoner of Azkaban.)
So tell me, Harry (in Harry Potter and the Goblet of Fire)
So tell me, Cormac, do you see anything of your Uncle Tiberius these days? (in Harry Potter and the Half- Blood Prince)
Strategy 7: Presuppose, raise, and assert common ground
This strategy involves various techniques such as gossip, small talk, and shifting personal focus, as well as manipulating time and place It also includes avoiding adjustments in reports to align with the listener's perspective, making assumptions about the listener's knowledge, desires, and values, and presupposing a level of familiarity in the speaker-listener relationship.
There is also no occurrence of this strategy in requests by the characters in the movie series
Using jokes can be an effective communication strategy when employed in the appropriate context and with the right audience They are most often shared among individuals who have a strong rapport, allowing them to leverage shared background knowledge, values, and goals, while also being sensitive to each other's feelings.
E.g.: Ok if I tackle those cookies now?
In this study, the characters in the movie series do not employ such strategy in their requests
Strategy 9: Assert or presuppose knowledge of and concern for H’s want