(LUẬN văn THẠC sĩ) a study on teacher’s politeness in the EFL classroom

INTRODUCTION

Background to the study

Over the past six years of teaching English to freshmen and sophomores, my colleagues and I have observed a concerning trend: many intermediate and upper-intermediate L2 students are hesitant to speak up in class Reflecting on my own experiences, I realized that without a teacher's encouragement, I too would have struggled to voice my thoughts This insight led me to prioritize positive reinforcement in my lesson planning, focusing on language that would inspire and motivate my students Despite my efforts, I often found it challenging to create an engaging classroom atmosphere This raises important questions about why students show limited interest in learning English and what additional strategies teachers can employ, beyond encouragement, to enhance student engagement.

In a language learning environment, teacher-guided classroom activities foster unique interpersonal relationships among students This collaborative approach not only enhances language acquisition but also promotes a sense of community and engagement within the classroom.

TIEU LUAN MOI download : skknchat@gmail.com

Effective communication and fostering strong relationships are essential in social interactions, with politeness being a core component Teachers should focus on their choice of words and manner of speaking to ensure they convey politeness in the classroom Phrases such as "please," "would you," and "thank you" are key examples of polite expressions that enhance teacher-student interactions.

Being aware of how politeness strategies are employed in the teacher’s utterances, accordingly, is also of significance.

Rationale to the study

The language used by teachers in EFL classrooms is crucial for effective teaching and learning, serving not only for classroom management but also facilitating students' knowledge acquisition (Nunan, 1991) Teachers engage in various activities, including giving instructions, motivating students, and evaluating their progress Importantly, the teacher's language acts as the primary medium through which L2 learners grasp content, making English both the target language and the vehicle for instruction (Richards & Lockhart, 1996) As role models, ELF teachers provide language input that is essential for students' learning, and when used appropriately, their language can significantly enhance the language learning experience (Krashen, 1995) The effectiveness of a teacher's language is determined by how it fosters a comfortable learning environment, ensuring that students feel respected and not offended by the teacher's utterances.

To mitigate face threats in the classroom, teachers should prioritize politeness to foster positive interactions with students According to Brown and Levinson (1987), politeness is essential in educational settings, as it reflects a moral code within the teaching-learning process Effective communication between teachers and students often involves the use of indirect speech acts and polite expressions, such as "please," which contribute to a respectful and supportive learning environment.

Teachers' politeness in the EFL classroom is linguistically evident through the structural forms and communicative functions of their utterances, particularly during teacher-student interactions (Watts, 2003).

A study by Jiang (2010) on teacher politeness in EFL classrooms found that politeness plays a significant role in fostering effective teaching and learning among Chinese EFL learners Jiang concluded that polite interactions contribute to a positive classroom atmosphere and enhance mutual understanding between students and teachers Similarly, research by Peng, Cai, and Xie (2014) highlighted that EFL teachers are highly conscious of their politeness strategies, frequently employing both negative and positive politeness Notably, teachers favored positive politeness as it aids in developing students' self-image.

Research on teachers' utterances in English as a Foreign Language (EFL) classrooms in Vietnam is limited, particularly regarding the use of politeness strategies when seeking student clarification Consequently, the impact of these politeness strategies on the teaching and learning process remains largely unexplored.

In Vietnam's university context, particularly among freshmen and sophomores, there is a noticeable interest and enthusiasm for learning English when taught by young teachers This trend raises important questions about the politeness strategies employed by these educators, which play a crucial role in fostering close relationships with students in English as a Foreign Language (EFL) classes.

This study explores the impact of politeness strategies used by a Vietnamese teacher on enhancing teacher-student interactions and improving the learning outcomes of L2 students in an EFL classroom.

Considering the objectives of the research, the research would seek the answer for these three following research questions:

Question 1: What politeness strategies are used by the teacher in the EFL classroom?

Question 2: What are the students’ perceptions of the effectiveness and appropriateness of their teacher’s utterances in EFL classroom?

Completing this thesis offers valuable insights for teachers and L2 learners, contributing significantly to the research on politeness strategies in EFL classrooms The findings serve as a practical resource for L2 educators to evaluate their use of politeness strategies, fostering greater awareness and prompting necessary adjustments in their language Consequently, this awareness can enhance teacher-student interactions, ultimately leading to a more effective teaching and learning process in EFL settings.

This study aims to serve as a valuable reference for future research in linguistics and pragmatics, while also contributing to the existing literature on politeness strategies in English as a Foreign Language (EFL) classrooms.

This study examines the politeness strategies employed by teachers in English as a Foreign Language (EFL) classrooms, specifically within the context of Vietnamese culture, where both teachers and students are non-native English speakers The research highlights the use of English as the primary medium for instruction and interaction, while also considering Vietnamese as a translanguaging resource Although non-verbal expressions of politeness exist, this study focuses solely on linguistic politeness Additionally, it explores L2 students' perceptions of their teacher's utterances throughout the teaching-learning process.

Chapter 1 – Introduction – presents a general statement about the study and the objectives that the study would want to achieve

Chapter 2 – Literature Review – gives the background of the study, consisting of definitions and descriptions of key concepts and related studies, both inside and outside of Vietnam

Chapter 3 – Methodology – gives descriptions of the participants and the settings for the study as well as the procedure employed to carry out the research

Chapter 4 – Results – presents the findings together with in-depth analysis and discussion of the findings – gives answers to the two research questions proposed in the introduction chapter

Chapter 5 – Conclusion – summarizes the main issues discussed in the study, the limitations of the research and proposes some recommendations and suggestions for further studies

References and Appendices come at the end of the study

LITERATURE REVIEW

Overview of Politeness

The English word 'polite' originates from the Latin past participle 'politus', meaning 'polished', and is similarly reflected in the French term 'poli', derived from the verb 'polir', which means to polish This etymology suggests that the roots of 'polite' and 'politeness' are connected to concepts of cleanliness and a smooth, shiny surface that can reflect one's image (Watts, 2003, p33).

Politeness has been a subject of study since the 1960s across various scientific fields, including psychology, philosophy, sociology, ethnomethodology, social anthropology, and linguistics This thesis will primarily focus on the linguistic perspective, as politeness serves as a communicative tool Consequently, research on politeness is often categorized under linguistic pragmatics, a discipline that examines language functionally and evaluates the appropriateness of specific speech elements in various communication contexts.

The pragmatic turn in linguistics emerged in the late 1960s, with Yule (1996, p 4) building on Morris's definition of pragmatics as the exploration of the connections between linguistic forms and their users.

Pragmatics is the study of implied meaning and contextual interpretation in language, focusing on how speaker meaning extends beyond mere lexical definitions It examines the relationship between language and context, including the dynamics between speaker and listener, the illocutionary effects of utterances, and the motivations behind communication This shift from traditional language competence to language performance highlights the uniqueness of each discourse as an event shaped by perception and creation, emphasizing the importance of context in understanding meaning (Yule, 1996).

Root of Linguistic Politeness

To understand the framework of politeness concepts, it's essential to consider the theories of the "fathers of pragmatics," particularly John Austin In his influential work, "How to Do Things with Words" (1962), Austin introduces the theory of speech acts, emphasizing that language is not only about conveying information but also about performing actions A speech act consists of three components: the Locutionary Act, which is the actual meaningful utterance; the Illocutionary Act, which encompasses the intended significance and socially valid verbal actions like ordering or warning; and the Perlocutionary Act, which refers to the actual effects of the utterance, such as convincing or persuading The Illocutionary Act is crucial as it determines the illocutionary force behind a statement.

An indirect speech act occurs when a speaker implies a request or intention without stating it directly, often using a question format For instance, asking "Could you open the window?" serves as a classic example of this type of communication, where the underlying meaning is a request rather than a straightforward inquiry.

Building on Austin's work, Searle (1965) posits that language theory is integral to action theory, emphasizing that language is a form of intentional behavior To fully grasp language, one must consider the speaker's intention, as speaking constitutes an act Searle categorizes these acts into five primary types: representatives, directives, commissives, expressives, and declarations.

The speaker's primary goal is to ensure that the addressee comprehends their intention, which involves conveying the illocutionary force This can be achieved through various means such as intonation, punctuation, and verb performatives like promise, invite, apologize, and forbid, which explicitly indicate the type of speech act Additionally, the context of communication can also determine the nature of the Illocutionary Act; for instance, responding "I am here by car" to "I missed my bus" serves as an offer The term "Illocutionary" is derived from the Latin word "illoquor," meaning unexpressed, highlighting the subtlety of these communicative acts.

Searle (1969) outlines three essential conditions that must be met for each Illocutionary Act to be effective: preparatory conditions, which require the addressee to have engaged in a relevant action (e.g., wrongdoing for reprimands); sincerity conditions, reflecting the speaker's genuine intention, such as a desire to gain knowledge when asking a question; and essential conditions, which define the speaker's primary objective, like informing the audience in the case of announcements.

The foundation of many linguistic theories on politeness originates from H.P Grice's Cooperative Principle, which emphasizes the importance of making conversational contributions that align with the context and purpose of the dialogue Grice articulates this principle in his essay "Logic and Conversation," stating that contributions should be appropriate to the stage of the conversation To facilitate effective communication, he proposes four conversational maxims that serve as essential guidelines for successful interactions.

The Cooperative Principle (abbreviated to CP)

QUANTITY: Give the right amount of information: i.e

1 Make your contribution as informative as required

2 Do not make your contribution more informative than is required

QUALITY: Try to make your contribution the one that is true: i.e

1 Do not say what you believe to be false

2 Do not say that for which you lack adequate evidence

3 Be brief (avoid unnecessary prolixity)

Breaking conversational maxims can result in miscommunication, despite the fact that these principles are generally upheld When a speaker violates a maxim, the listener begins to infer the speaker's intentions and fill in the gaps of the conversation This process involves interpreting implicit meanings that the speaker hopes the listener will grasp, highlighting the complexities of effective communication.

These implicit parts of utterances are called conversational implicatures “The presence of a conversational implicature must be capable of being worked out”

Grice (1970) suggests that politeness can lead to the violation of conversational maxims, as demonstrated when a husband responds to his wife's announcement of dinner guests with, "It will be nice to see Jana," instead of expressing his dislike for Mr Novák This response, while breaching the maxim of quantity, prioritizes politeness Grice emphasizes that some maxims hold greater significance than others and acknowledges their frequent violations, yet they underpin rational conversation He also notes that his list of maxims is not exhaustive, introducing additional principles such as "Be polite."

Participants in conversations often adhere to various maxims, whether aesthetic, social, or moral, such as the principle of politeness These maxims can lead to the creation of nonconventional conversational implicatures, as noted by Grice (1991, p 308).

The concept of linguistic politeness has been significantly shaped by the works of influential linguists such as Robin Lakoff, Geoffrey Leech, and Brown and Levinson, along with Watts While other scholars like Fraser and Nolen, Eelen, and Scollon and Scollon also contribute to the field, the theories proposed by Lakoff, Leech, Brown and Levinson, and Watts remain the most prominent Therefore, this thesis will primarily focus on these key theories of politeness.

Linguistic politeness encompasses strategies designed to facilitate conflict-free communication, prominently illustrated by Leech’s Politeness Principle This concept not only aids in self-realization but also serves as a defense mechanism for speakers during conversations The theories proposed by these linguists have significantly influenced the understanding of linguistic politeness and will serve as a foundational framework for the practical research conducted in this thesis.

Robin Lakoff and Politeness

In her 1973 essay "The Logic of Politeness: or, Minding your p’s and q’s," Robin Lakoff introduced the concept of politeness as a subject of study governed by pragmatic rules She defines politeness as behaviors cultivated within societies to minimize interpersonal friction Lakoff posits that pragmatic competence encompasses a series of sub-maxims that guide polite interactions.

1- Be clear and 2- Be polite

Grice's Cooperative Principle aligns closely with Lakoff's first rule, highlighting the interplay between clarity and politeness in communication In various contexts, the necessity for clarity may take precedence over politeness, and vice versa Lakoff (1973, p 297-298) elaborates on this dynamic, emphasizing the importance of balancing these two aspects in effective communication.

Politeness often takes precedence over clarity in conversations, as maintaining a positive relationship is typically more important than conveying significant ideas In informal discussions, the focus is usually on avoiding offense rather than ensuring clear communication.

Lakoff (1973) characterizes politeness from the perspective of the speaker, identifying three sub-types

1 formal (or impersonal) politeness (Don't impose/remain aloof)

2 informal politeness – hesitancy (Give options)

3 intimate politeness – equality and camaraderie (make A feel good – be friendly/act as though you and the addressee were equal)

In various contexts, strategies such as distance, deference, and camaraderie are employed to navigate communication When the relationship between the speaker and the addressee lacks intimacy, it is essential for the speaker to maintain formal politeness and adhere to social etiquette This often involves indirect communication and, in some cases, a reserved demeanor.

According to Lakoff (1973), informal politeness is typical of women A speaker using strategies of informal politeness can sound indecisive, because s/he leaves the decision to the addressee

Lakoff perceives politeness as a means to prevent offense and facilitate smooth communication, fostering harmonious interactions between speakers and listeners This perspective serves as a foundation for researchers to analyze and compare various politeness models, ultimately selecting the most appropriate one for their needs.

Brown and Levinson’s politeness strategies

In 1987, Penelope Brown and Stephen C Levinson developed one of the most influential and comprehensive models of linguistic politeness, which has been widely recognized in the field As noted by Fasold (2000), their work is considered "perhaps the most thorough treatment of the concept of politeness." Their seminal book, "Politeness," explores the intricacies of social interactions and the role of politeness in communication.

The article "Some Universals in Language Usage," originally published in 1978 and often referenced by its second edition from 1987, addresses various objections to the authors' theory Brown and Levinson draw inspiration from Grice's Cooperative Principle, as well as Austin's and Searle's theories of speech acts, and incorporate Erving Goffman's concept of face from 1967.

Erving Goffman defines "face" as a self-image shaped by socially accepted attributes, which can also be perceived by others He relates this concept to familiar English expressions such as "losing face" and "saving face," emphasizing the social dynamics involved in maintaining one's image in interactions (Goffman, 1967, p.5).

The concept of "face" refers to an individual's public self-image, which is crucial for every participant in a conversation Each person aims to maintain and protect their own face while interacting with others However, certain situations can pose risks to this self-image, leading to what are known as face-threatening acts (FTAs).

Brown and Levinson (1987) adopted Goffman's concept of "face" to define their Model Person, characterized by three key traits: the ability to speak a natural language, rationality that enables means-end reasoning, and possessing a face This Model Person serves to demonstrate the relationship between language use and politeness in communication.

In their theory, Brown and Levinson (1987) describe face as a two-dimensional concept, encompassing both positive and negative face Importantly, these terms are not evaluative; positive face is not inherently superior to negative face Instead, they are directional: positive face metaphorically extends outward, while negative face delves inward into the speaker's inner world They define positive face as “the positive consistent self-image of ‘personality’” (p 61).

In interpersonal interactions, individuals seek to maintain a positive self-image, desiring appreciation and approval from others Conversely, the negative face reflects the fundamental need to avoid imposition and to pursue one's own actions freely, safeguarding personal autonomy In essence, the negative face embodies the aspiration of every competent adult to act without interference, while the positive face represents the desire for one's wants to be valued by at least some others.

It should be the interest of all participants in a conversation to enable each other to save their face, minimizing face-threatening acts As Watts describes it

Politeness strategies are designed to support the addressee's positive face by enhancing their self-esteem and social identity, known as positive politeness Additionally, these strategies aim to respect the addressee's negative face by avoiding any actions that could infringe upon their autonomy or impose on their freedom.

Positive politeness serves to make the hearer feel liked and approved of; whereas negative politeness serves to minimize the imposition on the hearer

Figure 2.1 Strategies for performing FTAs (Brown & Levinson, 1987)

Followings are more explanation of each politeness strategy according to Brown and Levinson’s theory

The Bald-on record strategy involves a speaker addressing threats to the hearer's face directly, without any attempt to soften the impact This approach is employed when a speaker prioritizes the effectiveness of their face-threatening act (FTA) over the need to maintain the hearer's positive face According to Brown and Levinson (1987), this strategy is chosen when maximum efficiency in communication is the primary goal, even at the expense of the hearer's feelings.

There are two kinds of bald-on record as follows

A Non-minimization of the face threat

Bald-on record usage occurs when face threats are not minimized, prioritizing other demands over face concerns Both S and H acknowledge that face demands can be set aside for the sake of urgency or efficiency This approach is commonly employed in contexts where the speaker shares a close relationship with the audience.

B FTA- oriented bald-on record usage

The theory of Brown and Levinson (1987) explains the use of Bald-on record is actually face-oriented In other words, it is used where face involves

Mutual orientation involves participants anticipating each other's thoughts and actions For instance, in specific situations, S can reasonably expect H to be particularly concerned about H's potential violations or S's adherence to certain standards.

According to Brown and Levinson (1987), positive politeness is a strategy aimed at enhancing the hearer's positive self-image By aligning their desires with those of the addressee, the speaker fulfills the hearer's positive face needs This approach not only helps mitigate face-threatening acts (FTAs) but also serves as a social catalyst, demonstrating the speaker's intention to build a closer relationship with the listener.

Positive politeness strategy is classified into 15 sub-strategies as follows (Brown & Levinson, 1987, p103-129)

1) Strategy 1: Notice, attend to Hearer (his interest, wants, needs, goods)

The strategy emphasizes that the speaker (S) should pay attention to the listener's (hearer's) conditions, including any changes, shared ownership, and the aspects that the listener wishes to be acknowledged and recognized by the speaker.

2) Strategy 2: Exaggerate (interest, approval, sympathy with H)

This strategy is often done with exaggerated intonation, stress, and other aspects of prosodic, as well as intensifying modifiers

Another way for S to share his wants with the H is to intensify the interest of S’s own contributions to the conversation, by “making good story”

4) Strategy 4: use in-group identity markers (addressed forms, dialect, jargon or slang)

This strategy is done by using innumerable address forms to indicate that

S and H belong to some set of persons who share specific wants In conveying

In group settings, speakers often use affectionate terms like "mac," "mate," "buddy," "pal," and "luv" to foster camaraderie Similarly, in Vietnamese, expressions such as "các bạn," "mình," and "cục cưng" serve a similar purpose, enhancing connection among members.

5) Strategy 5: seek agreement (safe topics, repetition)

To preserve H's positive face, it's essential for S to find common ground and express agreement This can be achieved by introducing neutral topics, such as the weather, and echoing the previous speaker's comments during the conversation (Brown & Levinson, 1987, p 112).

Critique of Brown and Levinson’s politeness strategies

Though Brown and Levinson's theory is widely applicable, some weaknesses in their theory have been noted

Critics of Brown and Levinson's politeness theory argue against its claim of universality, highlighting its Western-centric foundations that prioritize individualism over the collectivism found in many non-Western cultures For instance, in Vietnamese culture, the principles of lễ (rules of propriety) and tình cảm (sentiments) shape interpersonal interactions, emphasizing respect for authority and social harmony This cultural framework prioritizes conformity to societal expectations over individual face wants, suggesting that politeness is more about adhering to communal norms rather than personal desires, a nuance that Brown and Levinson's theory fails to adequately address.

Brown and Levinson's theory on the dualism of face has faced criticism from scholars They define positive face as the desire for connection with others, while negative face represents the need for autonomy and independence However, this classification raises concerns, as the terms 'positive-negative' and 'external-internal' appear to be semantically contradictory Consequently, Brown and Levinson's conceptualization of face may be perceived as polar or dichotomous, leading to the conclusion that positive and negative face-oriented utterances cannot coexist.

In real-life interactions, the concepts of negative and positive face are not mutually exclusive; rather, the dynamics between the speaker and the hearer are shaped by the specific speech situation Effective communication relies on the ability to navigate between positive and negative strategies, allowing for a fluid transition based on contextual cues This adaptability is essential for fostering successful interactions.

Teacher’s language in EFL classroom

Since the 1970s, research on the significance of teachers' language in English as a Foreign Language (EFL) classrooms has gained traction Rod Ellis (1985) refers to this as teachers' talk, speech, or utterance, highlighting its crucial role in classroom communication Flanders (1970) emphasizes that teaching activity is fundamentally linked to the language used by educators, underscoring the impact of effective teacher language on student learning outcomes.

Teachers play a crucial role in managing classroom interactions through their language, as highlighted by Hakansson (1986) and Ellis (1990) Nunan (1991) emphasizes that effective teacher language is essential not only for classroom management but also for facilitating the acquisition process Successful communication can determine the effectiveness of teaching activities, while teachers' language serves as the primary medium for delivering knowledge, enabling learners to comprehend essential input.

According to Brown and Levinson, three key factors are assessed to evaluate the impact of Face Threatening Acts (FTAs) on students in the classroom, which in turn influences the application of politeness strategies to mitigate these threats.

Accordingly, in Brown and Levinson’s theory, the strength or weightiness of a particular FTA (e.g a request, an invitation, or a refusal) is the sum of these factors (1987, p76-80):

1) social distance (D) between speaker and hearer, refers to the degree of familiarity and solidarity they share;

2) relative power (P) of hearer over speaker in respect to hearer means the degree to which the speaker can impose his/her will on speaker; and

3) absolute rating (Rx) of imposition in the culture, in terms of the expenditure of goods or services by hearer, the right of speaker to perform the act, and the degree to which the hearer welcomes the imposition

In EFL classrooms, English serves as both the target language for students and the medium through which teachers impart knowledge EFL teachers act as role models, providing essential language input that students can emulate The classroom environment functions as a community where English facilitates the exchange of ideas, with politeness strategies playing a crucial role in fostering positive teacher-student relationships Consequently, teachers must carefully consider their language choices, focusing on both 'how to speak' and 'what to speak' to enhance communication and learning outcomes.

This study explores the integration of Brown and Levinson’s politeness strategies with teachers' language use in EFL classrooms It examines the specific politeness strategies employed and how their application enhances teaching and learning activities, ultimately benefiting both educators and students.

Concept of perception

There are many definitions and theories of perceptions Mussen (1973) define ‘perception’ as the process of attaining awareness and acquiring

Perception is the process through which individuals interpret information received from their sensory receptors—such as the eyes, ears, nose, and skin—enabling them to create a coherent understanding of the world (Kumar, 2014) This involves the selection, organization, and interpretation of stimuli based on the five senses Harnard (2006) identifies two key aspects of perception: cognitive and psychological The cognitive aspect focuses on understanding and reasoning, influenced by emotions, experiences, and intelligence, while the psychological aspect examines how experiences shape stimulation and perception According to Hadini (2014), factors influencing perception can be categorized as internal or external Internal factors include psychological needs, personal background, experiences, personality, attitudes, beliefs, and self-acceptance, whereas external factors encompass stimuli, environment, culture, and societal beliefs.

In this study, L2 students acted as perceivers, focusing on the teacher's utterances as the perceived subject Research by Randolph and Blackburn (1989) highlights specific characteristics of the perceiver that can influence perception.

Differences in perception can be attributed to three key factors: individual learning, motivation, and personality According to Robbins (1991), five additional elements influence perception, including the perceiver's interests, motives, and experiences.

29 expectation Johnson (1994), meanwhile, is on par with Forgus and Melamed’s

(1976) categorization According to these authors, perception is influenced by

The perception process is significantly influenced by various factors, including an individual's social experiences and cultural background, their values and personality traits, and the dynamics of person perception Additionally, the situational context in which the perception occurs plays a crucial role in shaping how individuals interpret and understand others.

Examining students' perceptions of a teacher's language use in the classroom involves understanding how effectively and appropriately the teacher's communication is interpreted by students, taking into account their individual values, cultural backgrounds, and motivation to learn English.

Related studies on Teacher’s politeness strategies in EFL classroom

Teachers' language plays a vital role in both classroom organization and language acquisition, as highlighted by Nunan (1991) The utterances made by teachers in L2 classrooms significantly influence the teaching and learning processes, ultimately affecting student outcomes Research on teachers' language in L2 settings has a rich history, with increasing interest in politeness strategies Recent studies have explored these strategies across various contexts and participant groups, ranging from high school to college educators.

In a 2010 study, Jiang explored linguistic politeness among teachers in English as a Foreign Language (EFL) classrooms, utilizing a case study design involving a Chinese teacher and their students The research highlighted various politeness strategies employed by the teacher during key teaching and learning activities, including instruction, class motivation, student evaluation, and classroom management The findings emphasize the significance of these politeness strategies in fostering a positive learning environment.

1) Giving instructions, e.g “Let’s begin our class”, “Shall we move to the topic of the text?”, or “This question is kind of difficult Please think carefully.”

2) Motivating, e.g “Why don’t you …” “Maybe you can correct this sentence”, or

“You can give it a try”

3) Evaluating/Giving feedback, e.g “Excellent”, “Good job”, or “Well done, Ms X”

4) Managing classroom, e.g “Would you please stop talking?”, “Please come here” or “Can you sit here?”

Classroom observations, participant interviews, and data analysis revealed the presence of politeness strategies in English as a Lingua Franca (ELF) classrooms Notably, both positive and negative politeness strategies were primarily identified in the teacher's motivational and evaluative activities, reflecting an awareness of students' desire for approval These strategies fostered positive teacher-student relationships, enhancing the overall teaching experience and benefiting student learning Additionally, bald-on-record strategies were evident in classroom management interactions, highlighting the close relationship between the teacher and students.

In his case study analysis, Zaenul (2014) claimed that teacher and students utilized all the politeness strategies proposed by Brown and Levinson

In 1987, a study conducted by Zaenul focused on the learning process in an English as a Foreign Language (EFL) context, involving one teacher and twenty-eight grade 11 students Utilizing observation in a natural setting, the research aimed to avoid disrupting the teaching-learning process The findings indicated that the positive politeness strategy was the most frequently employed among four types of politeness strategies in the L2 classroom Zaenul noted that teachers often adopt a fun and friendly demeanor to minimize face-threatening acts (FTAs) and reduce imposition on students.

Establishing a close relationship between teachers and students significantly enhances the learning process, leading to greater enjoyment and respect in the classroom However, the author's conclusions, based solely on personal observations, may be subjective and not fully represent the complexities of teacher-student interactions To gain a comprehensive understanding, it is essential to analyze classroom dynamics from both the teacher's and students' perspectives.

Mahmud (2017) conducted a descriptive qualitative study involving a secondary teacher and her students in an English class, revealing that teachers predominantly employed positive politeness strategies The findings, derived from audio recordings, observation checklists, and interviews, indicated that these strategies fostered effective communication between teachers and students Notably, the study found no evidence of off-record strategies being utilized in the classroom, although no conclusions were drawn regarding this observation.

In a study by Yoga and her co-authors (2018), the impact of politeness strategies in the teaching-learning process was examined between a high school teacher and her grade-10 students Through observation and interviews, the research revealed that the teacher's use of politeness strategies significantly influenced various aspects of the English as a Foreign Language (EFL) classroom, including enhanced learning efficiency, respectful communication, reduced imposition and directness, and increased sense of togetherness between the teacher and students.

Recent studies have increasingly focused on the politeness strategies employed by teachers in English as a Foreign Language (EFL) classrooms, highlighting the significant relationship between these strategies and the dynamics of teacher-student interactions throughout the teaching and learning process.

Despite the limited research on teachers' politeness strategies in EFL classrooms at the university level in Vietnam, existing studies primarily focus on teachers' utterances without considering students' perceptions There is a significant gap in understanding how students view the appropriateness and effectiveness of these utterances Therefore, investigating Vietnamese college teachers' politeness strategies and students' perceptions of teacher communication in EFL classrooms would significantly contribute to the field of L2 teacher language research.

This chapter explored key theoretical concepts pertinent to the study, focusing on the general theory of linguistic politeness and specifically Brown and Levinson’s politeness strategies Additionally, it provided a framework for the research and critically evaluated previous studies relevant to the current investigation.

METHODOLGY

Research design

This qualitative study, grounded in an interpretive paradigm, emphasizes the collection, analysis, and interpretation of rich narrative and visual data to gain deeper insights into specific phenomena without oversimplifying their complexity According to Gay, Mills, and Airasian (2006), this approach allows for flexible exploration of issues within their context, utilizing diverse data sources to uncover multiple perspectives The focus of this research is on teachers' politeness strategies during interactions in English as a Foreign Language (EFL) classrooms, with interpretations shaped by the researcher’s values and experiences.

Data were gathered through non-participatory observation and semi-structured interviews, employing triangulation strategies to enhance the richness of the findings This approach allowed the researcher to explore (1) the politeness strategies utilized by the teacher in the EFL classroom, (2) the linguistic recognition of these strategies in her utterances, and (3) the students' perceptions regarding the appropriateness and effectiveness of the teacher's communication.

Participants

The study aimed to explore teachers' use of politeness in the English classroom, focusing on a specific participant: a highly proficient Vietnamese female teacher At 24 years old, she was newly recruited to the Faculty of English Language Teacher Education at ULIS in July 2018, boasting an impressive IELTS score of 8.5, which corresponds to level C2 in the CEFR.

Eighteen Vietnamese students, primarily at the upper-intermediate level (B2+ on the CEFR), participated in an English class focused on social purposes, designated as 4A This 15-week course utilized the Cambridge Face2face Advanced textbook, catering specifically to their English major studies.

It is also noteworthy that each participant in this research was assigned a pseudonym, which was used whenever he or she is cited.

Data collection instruments

To investigate the politeness strategies utilized by teachers in EFL classrooms, I employed observation as the primary data collection method This approach allowed for an in-depth analysis of the teacher's utterances during various in-class activities, including giving instructions, motivating students, evaluating performance, and managing the classroom As noted by Gay and Mills (2012), observation involves watching participants in their natural environment without interference, enabling the researcher to understand the current state of phenomena through direct observation rather than inquiry.

35 obtain much more objective information that can used to triangulate the interview reports

This research utilized non-participatory observation as the primary data collection technique, employing video recordings to gather information The researcher conducted six observations during 50-minute lessons in a college-level EFL classroom, with prior permission from the teacher To minimize disruption to the teaching-learning process, the researcher positioned themselves at the back of the classroom to capture the teacher's utterances while also taking field notes during the observations.

The observation timeline is listed in table 3.1:

After recording the six lessons, I proceeded to transcribe the data, focusing exclusively on the teacher's use of politeness in their utterances and interactions with students, while omitting student-student interactions Irrelevant utterances, such as simultaneous and overlapping speech, were also excluded from the transcription To enhance readability, I added punctuation to indicate the semantic ends of sentences, striving to faithfully convert spoken language into a written format for the reader's ease.

After being transcribed, the data were coded as follows, to ensure a more comprehensive and systematic analysis

The coding scheme for collected data

The type of politeness strategies

Table 3.2 Coding scheme for the types of politeness strategies

Coded letter BOR PP NP OR

Table 3.3 Coding scheme for the types of sub-politeness strategies

Bald-on record strategy cases of non-minimization of the threat minth cases of FTA- oriented Bald-on record usage orbor

Notice or attend to hearer nath

Intensify interest to hearer iith Use in-group identity markers uigm

Presuppose/ raise/assert common ground ascg Assert S’s knowledge of H’s wants and willingness ask

Include both S and H in the activity shact

Give or ask reason gar

Assume or assert reciprocity asrec

Impersonalize Speaker and Hearer imper State the FTA as general rule gen

Go on record as incurring debt or as not indebting H indebt

In the analysis of communication strategies, a coded datum such as S1/PP/sagr indicates that during the first observation, the teacher utilized a specific type of positive politeness strategy, particularly "Seeking agreement."

To achieve a comprehensive understanding of teachers' politeness strategies in the classroom, the researcher conducted a semi-structured interview with the teacher This interview format, known for its flexible and non-imposing nature, facilitated an open dialogue, allowing for in-depth insights into the teacher's approaches to maintaining politeness in educational settings.

The concept of "empathetic exploration" (Mearns & Thorne, 199) was utilized to gain deeper insights into the motivations behind the use of specific politeness strategies Additionally, it aimed to understand the intent behind certain phrases that do not fit neatly into any established politeness framework.

To explore students' perceptions of their teacher's utterances in the EFL classroom, a semi-structured interview approach was utilized Purposeful sampling was employed to select five students from the entire class as interviewees for this research study.

The selected students were chosen for their consistent attendance, ensuring the validity of their contributions to the study Among them, Diana and Hana demonstrated the highest level of engagement, frequently sharing their opinions during lessons In contrast, Tina and Gina participated less actively, only speaking up when prompted by the teacher Diane, the least active participant, often hesitated to respond even when called upon This diverse range of classroom involvement among the five students aimed to provide a comprehensive understanding of the phenomenon being studied.

The researcher conducted semi-structured interviews with participants to explore how students perceive their teacher's utterances This flexible interview format allowed for tailored questions, enabling the researcher to assess the appropriateness and effectiveness of the teacher's communication from the students' perspectives.

Data from the interview were then transcribed and analyzed together with the one from observation.

Data analysis

The framework for data analysis was based on Brown and Levinson’s politeness strategies Data from recorded video were coded and then analyzed as follows

Table 3.4 Brown and Levinson’s Politeness strategies summary chart

Bald on-record Positive politeness

Explanation Does nothing to reduce the threat to the hearer's face and is therefore used in close relationships or when information needs to be shared quickly

Is used as a way to make the hearer feel a sense of closeness and belonging

Is used as a way to interact with the hearer in a non- imposing way

Is used to completely remove the speaker from any potential to impose on the hearer and only alludes to the speaker's idea or specific request

 Little or no desire to maintain someone's face

 Doing the face- threatening act is in the interest of the hearer

 Situations where the threat is

 Attend to the hearer's interests, needs, wants

 Use solidarity in- group identity markers

 Include both speaker (S) and hearer (H) in activity

 Exaggerate interest in H and his interests

 Use obviating structures, like nominalizations, passives, or statements of general rules

 Don't forget to clean the blinds!

 Leave it, I'll clean it up later

 You look sad Can I do anything?

 Heh, mate, can you lend me a dollar?

 I'll just come along, if you don't mind

 If we help each other, I guess, we'll both sink or swim in this course

 If you wash the dishes, I'll vacuum the floor

 That's a nice haircut you got; where did you get it?

 Yes, it's rather long; not short certainly

 Would you know where Oxford Street is?

 Perhaps, he might have taken it, maybe

 Could you please pass the rice?

 You couldn't find your way to lending me a thousand dollars, could you?

 So I suppose some help is out of the question, then?

 It's not too much out of your way, just a couple of blocks

 I hope offense will not be taken

 Spitting will not be tolerated

 I'm sorry; it's a lot to ask, but can you lend me a thousand dollars?

 Wow, it's getting cold in here

 We regret to inform you

Data reduction, as defined by Miles and Huberman (1994, cited in Eagle, 1999), involves selecting, focusing, simplifying, abstracting, and transforming data from field notes or transcriptions This process can vary through methods such as selection, summarization, and integration into larger patterns After gathering teachers' utterances, the researcher transcribed and selected only those relevant to the research objectives, ensuring that 'unimportant' utterances were excluded from the data set.

The next step in data analysis is data display, where the researcher organizes and condenses the collected data to facilitate conclusions Effective qualitative data displays can take various forms, including matrices, graphs, charts, and networks.

To be more specific, the researcher classified the data of the English teachers’ utterances and displayed them in Italic letters

In order to get analyze the data systematically as well as to fully address the research questions, a set of units of data analysis is provided as follows

Table 3.5 Unit of data analysis

Research question Collected data Unit(s) of analysis

1 What politeness strategies are used by the teacher?

2 What is the students’ perceptions of the effectiveness and appropriateness of their teacher’s utterances?

Self-reports from interview session

Once the data is presented in table format, the researcher can analyze and interpret it to draw conclusions and verify findings The subsequent step involves describing and interpreting the data, which enables the researcher to assess the use of politeness strategies by the novice teacher effectively.

To analyze the data effectively, researchers follow a systematic approach: first, they gather information through observation and interviews, then refine their focus by aligning the data with the research problem; next, they present the selected data in a tabular format for clarity; finally, conclusions are drawn from the tables and participant transcriptions, ensuring a comprehensive understanding of the findings.

This section will analyze data collected from video recordings through the lens of Brown and Levinson’s politeness model, focusing on both positive and negative politeness strategies This approach is chosen to provide a comprehensive understanding of interpersonal communication dynamics.

(1) it is the most influential and comprehensive model of politeness; and

(2) it is of practical applicability for the sake of the thesis

To address the criticisms of Brown and Levinson's theory, the researcher opted to utilize the framework specifically for categorizing the types of politeness strategies employed by teachers.

This chapter elaborated on the participants and setting, justifying the research instruments as well as describing in details the procedures of collecting and analyzing data

FINDINGS AND DISCUSSION

CONCLUSION

Tiêu đề	A Study On Teacher’s Politeness Strategies In The EFL Classroom
Tác giả	Tran Hoang Anh
Người hướng dẫn	Prof. Dr. Nguyen Hoa
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Linguistics
Thể loại	ma major thesis
Năm xuất bản	2019
Thành phố	Hanoi

Định dạng
Số trang	130
Dung lượng	1,71 MB