Introduction
Rationale
Linguists and anthropologists emphasize that a language's forms and uses mirror the cultural values of its speakers According to Krasner (1999), linguistic competence alone does not suffice for language learners; they must also grasp culturally appropriate communication methods, such as addressing others, expressing gratitude, making requests, and articulating agreement or disagreement It is crucial for learners to recognize that their own speech community's norms may differ from those of the target language community Successful communication hinges on aligning language use with culturally appropriate behaviors.
To effectively communicate in a target language, learners must recognize both their own culture and that of the target speech community Understanding the subtle yet significant aspects of the target culture, particularly the politeness strategies employed in daily interactions, is essential for successful communication.
Inside Out is an English coursebook written by Sue Kay, Vaughan Jones and Philip
Kerr This coursebook is employed at the Faculty of Information Technology (Thai Nguyen University) where the thesis author works as a teacher of English
Recognizing the importance of politeness strategies, the author investigates the application of positive and negative politeness in conversational activities from the course book "Inside Out (Pre-Intermediate)." This research aims to enhance the teaching of communicative English.
Aims of the study
The aims of the study are:
- To study the performance of positive and negative politeness strategies under the pressure of S-H role relationships in the conversational activities of the coursebook Inside
- To provide suggestions for more effective teaching and learning of positive and negative politeness strategies
- To adapt and design some cross-cultural activities to help students avoid misinterpretations and misunderstandings in cross-cultural communication
III Scope of the study
This study examines the positive and negative politeness strategies utilized in conversational activities from the coursebook Inside Out (Pre-Intermediate), which has been a long-standing resource at the author's university Additionally, it emphasizes the role of speaker-hearer relationships while acknowledging that other communication components, such as purpose, setting, and time availability, are important but not the focus of this research.
Methodology
This study primarily utilizes a quantitative method, while also acknowledging qualitative aspects, to emphasize the practical elements of cross-cultural communication Conclusions are predominantly drawn from data analysis, which involves collecting and examining data to uncover significant findings.
Design of the study
This study includes the following three parts:
Part 1 is the introduction which presents the rationale, aims of the study, scope of the study and methodology
Part 2 is the development that consists of three chapters
Chapter 1 discusses the theoretical background of culture and communication, communicative competence, face and politeness, positive politeness and negative politeness strategies
Chapter 2 analyzes the performance of politeness strategies in the conversational activities of the coursebook (Book 2 - Pre-Intermediate) in terms of the performance and frequency of positive and negative politeness strategies with S-H role relationships in view
Chapter 3 offers implications for English language teaching and supplementary activities for cross-cultural awareness
Part 3 is the conclusion in which the author summarizes the study, raising limitations and offering suggestions for further research.
Theoretical Background
Culture and Communication
Culture encompasses the intricate array of knowledge, folklore, language, rules, rituals, habits, lifestyles, attitudes, beliefs, and customs that unite a specific group of people and define their identity at a given time.
Culture, as defined by Phillip K Bock, encompasses the beliefs and expectations that shape our behavior and communication, making us feel like strangers when away from home It is ingrained through social learning, allowing individuals within the same cultural group to interact without conscious thought, as they share similar worldviews and understandings of each other's expectations.
Culture serves as a shared linguistic foundation that facilitates communication among individuals, encompassing elements such as national and religious backgrounds, along with unique communicative styles, customs, beliefs, attitudes, and values.
The intricate relationship between communication and culture is fundamental, as cultures are formed through human interaction Communication serves as the vehicle for sharing cultural traits such as customs, roles, and rituals, making it a natural outcome of social interactions rather than a deliberate creation Cultures act as the "residue" of these interactions, relying on communication to preserve and transmit their characteristics across time and space Thus, culture is both shaped by and shapes communicative practices, highlighting the interdependent nature of the two.
This is true with any culture; communication shapes culture, and culture shapes communication
Hence, learning to communicate in one new language ought to assist with learning a new culture.
Communicative Competence
Hymes proposed that effective communication in a language requires more than just grammatical competence; it necessitates an understanding of how language is utilized within a speech community to achieve specific goals This concept, known as communicative competence (CC), encompasses the knowledge and skills necessary for effective language use, as well as the ability to apply this knowledge in real communication scenarios (Hymes, 1970) He identified four key areas of CC: knowledge of what is possible, feasible, appropriate, and what is actually practiced in communication.
In Saville – Troike‟s opinion, in order to acquire CC, learners needs three components: linguistic knowledge, interactive skills and cultural knowledge
Linguistic knowledge includes verbal factors, nonverbal factors, and stereotypes in specific speech events, possible continuation of variables and the meaning of variables in specific context
Interactive skills encompass the ability to recognize key contextual features, select and interpret appropriate forms for specific situations, understand communication norms, and employ strategies to achieve communication goals effectively.
And cultural knowledge includes social structures, values and attitudes, and acculturalization
Nguyen Quang (1998:13) emphasizes that linguistic knowledge, interactive skills, and cultural awareness are interconnected components of communicative competence (CC) These elements significantly influence each other, particularly in the context of cross-cultural communication.
When teaching English to speakers of other languages, it's essential to recognize that instruction goes beyond just sounds, vocabulary, and grammar According to Wardhaugh, as cited by Nguyen Thi Tuyet (2005), effective language teaching requires a comprehensive approach that considers the learners' existing linguistic knowledge.
Face and Politeness
During conversations, individuals assess various factors that influence their speech, both consciously and subconsciously Goffman (1955) refers to these factors as "face," defining it as the positive social value a person asserts based on the perceptions others have of them during interactions.
Brown and Levinson (1987) build on Goffman's definition of face to present a universal theory of politeness, defining face as the public self-image that rational adults maintain during spoken interactions This concept is crucial to social communication and must be consistently respected They further categorize face into two interconnected components: positive face, which reflects the desire for approval and acceptance, and negative face, which emphasizes the need for autonomy and freedom from imposition.
Positive face is defined as the self-image individuals strive to maintain, seeking appreciation and approval from others (Brown and Levinson, 1987) Essentially, it reflects the desire for others to like, admire, and value one's wants, whether material or non-material This concept encompasses the need for acceptance within a group and the affirmation that one's desires resonate with those of others (Cutting, 2002).
Brown and Levinson (1987) define negative face as a "basic claim to territories, personal preserves, and right to non-distraction - i.e freedom of action and freedom from imposition"
The negative aspect of autonomy is characterized by a desire for freedom from interference, emphasizing the importance of acting without constraints imposed by others This reflects a fundamental need for independence and the ability to make choices unimpeded by external influences.
Participants generally cooperate due to the mutual vulnerability of face, but conversation requires some level of demand or intrusion on another's autonomy Certain illocutionary acts can threaten or damage an individual's face, which Brown and Levinson (1987) refer to as face-threatening acts (FTAs) When faced with the necessity of performing an FTA, the speaker must carefully consider how to express it.
Brown and Levinson (1987) emphasize the importance of choosing between performing a Face Threatening Act (FTA) on record or off record If the on record approach is selected, a speaker can either deliver the FTA directly, without any mitigation, or soften the impact through redressive action A direct approach involves stating the FTA in a clear and unambiguous manner, while redressive action helps to protect the addressee's face, indicating that no offense is intended This protective strategy can be implemented through positive or negative politeness techniques.
Politeness is one of the most important aspects of human communication: human beings can only exist in peace together if certain basic conventions of politeness are observed
Brown and Levinson's (1987) theory of politeness is considered the most comprehensive to date and serves as the foundation for analysis in this thesis They propose that polite linguistic behavior deviates from the rational and efficient nature of communication, yet this politeness provides the hearer with justifications for the speaker's seemingly irrational or inefficient behavior.
Positive politeness, as defined by Brown and Levinson (1987), involves actions that acknowledge and support the addressee's positive face, indicating that their desires and needs are valued In contrast, negative politeness focuses on respecting the addressee's negative face by minimizing imposition and allowing them the freedom to act without pressure from the speaker.
The off-record strategy allows speakers to evade the responsibility of executing a face-threatening act (FTA) According to Brown and Levinson, politeness strategies can be categorized into five superstrategies, with higher numbers indicating greater politeness Additionally, "face" refers to the public self-image that individuals strive to maintain, encompassing two interconnected aspects.
(a) negative face: the basic claim to territories, personal preserves, right to non – distraction E.g freedom from imposition
(b) positive face: the positive consistent self – image or “personality”
(crucially including the desire that this self image be appreciated and approved of) claimed by interactants
Figure 1: Circumstances determining choice of strategy (Brown and Levinson,
Nguyen Quang (2001) highly appreciates the chart's universality, particularly regarding the categorization of members two and three in relation to positive and negative politeness He proposes an alternative figure to illustrate his insights.
Figure 2: Strategies to minimize risk of losing face (Nguyen Quang, 2001)
Politeness strategies play a crucial role in effective communication, as their appropriate use can lead to successful interactions both within and across cultures This article emphasizes the significance of positive and negative politeness strategies, underscoring their importance throughout the research.
4 Do not do the FTA
Positive Politeness
Positive politeness, as defined by Brown & Levinson (1987), aims to address the addressee's face by acknowledging their desires and ensuring that their wants are perceived as valuable This approach expands the concept of redress to encompass a broader appreciation of others' needs and highlights the expression of commonalities between individuals.
Positive politeness refers to communicative acts, whether verbal or non-verbal, that are deliberately designed to demonstrate the speaker's consideration for the listener, thereby strengthening the bond of solidarity between them (2003).
Brown and Levinson (1987) propose that politeness strategies are essential for preserving the hearer's "positive face." Nguyen Quang (2004) observes that Vietnamese culture emphasizes a reluctance to openly express concern for others' problems while remaining willing to offer help He identifies seventeen positive politeness strategies, with the first fifteen adapted from Brown and Levinson's framework This section will provide original examples to illustrate these strategies.
Strategy 1: Notice, attend to hearer's interest, wants, needs, and goods, etc
This generally means that a speaker should pay attention to a listener‟s noticeable changes, remarkable possessions, and other things that a listener wants a speaker to notice and approve of
E.g.: What a green thumb! When did you plant this tree?
Strategy 2: Exaggerate interest, approval, and sympathy with hearer
This strategy often occurs with many aspects of prosodies, identifying modifiers and exaggerated intonation, stress, and usually occurs with such adjectives as “marvelous”,
“incredible”, “devastating”, “fantastic”, “extraordinary” and with such adverbs (plus adjectives) as “really”, “absolutely”, “exactly”, “truly”
E.g What a marvelous voice you have!
Strategy 3: Intensify interest to hearer
Speakers wants hearers to share some interest with them This strategy seems to be a good way of communicating
E.g You‟ll never guess what Tom told me last night
Strategy 4: Use in - group identity marker
Address forms that incorporate the second person plural pronoun "you" or endearing terms like honey, darling, babe, mom, dad, brother, sister, aunt, and sweetheart serve to mitigate face-threatening acts (FTAs) These forms can manifest in questions, requests, or imperatives, effectively softening the impact of communication and fostering a more amiable interaction.
E.g -– How are you doing today, mate?
Another way that helps a speaker claim the common ground with a hearer is to seek agreement between speaker and hearer
E.g I agree Right Hoang Anh Gia Lai played very well last night, didn‟t they?
There are different ways to avoid disagreement between speaker and hearer while communicating, i.e., using token agreement, pseudo-agreement, white lies, and hedging opinion
E.g Well, in a way, I suppose you‟re sort of right But look at it like this: …
Strategy 7: Presuppose/ Raise/ Assert Common Ground
This strategy involves various techniques such as gossip, small talk, and shifts in personal context, time, and place It also includes avoiding adjustments to reports based on the listener's perspective, making presuppositions about their knowledge, desires, and values, and assuming familiarity in the speaker-hearer relationship A prime example of this strategy in action is the phrase "You know ," which effectively engages the listener by tapping into these shared understandings and assumptions.
E.g I had a really hard time learning to drive, you know
Using jokes can be an effective communication strategy when employed in the appropriate context and among familiar individuals This approach is most successful in interactions between people who share a strong rapport.
E.g.: How about lending me this old heap of junk? (the hearer's new Cadillac)
Strategy 9: Assert or presuppose speaker's knowledge of and concern for hearer's wants
This strategy facilitates effective communication between a speaker and a listener by highlighting their cooperative relationship, encouraging the listener to engage with the speaker A common expression used to reinforce this connection is "I know," which emphasizes the speaker's understanding and invites collaboration.
This is also a very interesting strategy which makes a hearer feel comfortable
E.g I know you can't bear parties, but this one will really be good - do come!
Speakers aim to demonstrate their willingness to assist listeners in fulfilling their desires and needs through offers and promises, which naturally arise from this communication strategy Additionally, they seek to convey positive intentions that align with the listener's desire for a favorable self-image.
E.g I'll drop by sometime next week
The speaker aims to demonstrate goodwill by encouraging the hearer to collaborate in fulfilling a shared commitment This involves not only expressing positive intentions but also ensuring that both the speaker and hearer actively participate in completing the necessary actions to achieve this goal.
E.g I've come to borrow a cup of flour
Strategy 12: Include both speaker and hearer in the activity
Utilizing inclusive language such as "we," "us," and "let's" during communication fosters a sense of cooperation between the speaker and the listener This approach encourages collaboration and invites the listener to actively participate in the shared endeavor.
Strategy 13: Give (or ask for reasons)
In Britain, it is considered polite and common to give or ask for reasons, often using phrases like "why not," "why don't," and "why shouldn't." For example, one might say, "Why don't we go camping?" to suggest an idea while inviting discussion.
Strategy 14: Assume or assert reciprocity
Giving evidence of reciprocal rights or obligations between the speaker and the hearer may claim the existence of cooperation between the speaker and the hearer
E.g Mom, if you help me with my math homework, I will clean our house after class tomorrow
Strategy 15: Give gifts to hearer (goods, sympathy, understanding, cooperation)
Gifts here are not only material gifts, but also are spiritual gifts
E.g I've just been out shopping Here's a hot dog for you, Sarah Like it?
By using strategy 16, the speaker implicitly praises the hearer (as if you can do this) tries to avert the hearer's fear, makes hearers concentrate on positive factors, possibilities
E.g.: Don't worry Everything will be OK
In many Eastern cultures, private expression is often viewed as a marker of mutual trust, where individuals share their secrets only with those they deeply trust By encouraging others to respond to personal inquiries, speakers can foster a stronger sense of trust and connection with their audience.
Negative politeness
According to Brown & Levinson (1987:129), negative politeness refers to
Redressive actions aimed at respecting an individual's negative face focus on preserving their freedom of action and ensuring their attention remains unobstructed In alignment with Brown and Levinson's concept of negative politeness, Nguyen Quang (2003) highlights the importance of these actions in communication.
Negative politeness refers to communicative acts, both verbal and non-verbal, that are deliberately designed to respect the addressee's privacy and maintain a sense of distance This approach helps to ensure that the speaker does not impose on the listener, fostering a respectful interaction.
It is believed that there are eleven negative politeness strategies to avoid the FTAs
Speakers often employ strategies to navigate opposing tensions through compromise and indirect communication This approach involves using clear and contextually unambiguous phrases, such as "can you" and "could you," to facilitate understanding and resolution.
“what on earth”, “whatever you do”, “what the hell” “why for God’s sake?”
E.g.: Could you tell me the time, please?
Employing questions and hedges can create a less intimidating and more courteous atmosphere for the listener This approach stems from the desire to avoid making assumptions and imposing on the audience Hedges, which can be particles, words, or phrases, serve to soften statements and adjust the level of certainty, such as using terms like "sort of."
“kind of”, “rather”, “quite”, “technically”, “think”
This strategy effectively addresses a listener's negative face by clearly expressing doubts about the appropriateness of the speaker's speech act It can be implemented through indirect requests accompanied by assertions of favorable conditions, such as phrases like "Couldn't possibly" or "by any chance." Additionally, using subjunctive forms like "Could you please ?" enhances the politeness of the request.
E.g.: Could you jump over that five foot fence?
The speaker employs a strategy to avoid imposing on the hearer, conveying that there is minimal pressure regardless of the hearer's ability to assist This approach often includes phrases like “I wonder if ”, “I just want to ask you if ”, “I am well aware of the trouble when…”, and “I know,” which help to create a more comfortable dialogue.
E.g I just want to ask you if I can borrow your paper
In communication, a speaker may adopt a strategy that either humbles themselves or elevates the status of the listener, especially when there is a social hierarchy at play This dynamic often occurs when the speaker holds a lower social status compared to the listener, who is perceived as superior Demonstrating deference can be effectively achieved through polite expressions such as "excuse me," "sir," and "sorry to bother you, but "
“please accept my apology”, “sir….”, “I must be excused”, “Miss ”
E.g Excuse me, sir, but would you mind if I closed the window?
The speaker employs a strategy to minimize the threat to the hearer's negative face, aiming to soften their request and demonstrate reluctance This approach is characterized by expressions of hesitation and humility, often articulated through phrases like “I wouldn't normally ask you but ”, “I don't want to put you in any sort of trouble but ”, “I am sure that you don't like it but ”, and “I hope this doesn't bother you too much.”
Strategy 7: Impersonalize speaker and hearer
This strategy emphasizes a non-imposing approach by the speaker, who consciously refrains from using the pronouns "I" and "you." Instead, it relies on performative and impersonal verbs to convey messages effectively while maintaining a neutral tone.
E.g It's important that you finish the work on time
Strategy 8: State the FTA as a general rule
E.g.: - Passengers will please refrain from flushing toilets on the train
In English, using more nouns tends to convey politeness, leading speakers to prefer nominalization As a result, sentences become more formal when the subject is expressed as a noun.
E.g: Your good performance on the examinations impressed us favorably
Strategy 10: Go on record as incurring a debt or as not indebting a hearer
The speaker wants to show his/her redress to the hearer by claiming his/her indebtness to the hearer by means of the following expressions:
- I would be grateful to you…
- I would be greatly indebted to you
- I could easily do it for you
- This wouldn't cause me any trouble
Strategy 11 - Avoid asking personal questions
E.g.: It is cold, isn't it?
Understanding the significance of positive and negative politeness strategies in cross-cultural communication is essential In the following chapter, the author will analyze these strategies through the conversational activities in the "Inside Out" pre-intermediate course book This study aims to help learners prevent misunderstandings in their daily cross-cultural interactions.
Positive and negative politeness strategies found in the conversational
Frequency of positive, negative and mixed politeness strategies used in “Inside Out” (Pre-intermediate)
POSITIVE AND NEGATIVE POLITENESS STRATEGIES
OF THE COURSEBOOK “INSIDE OUT” (PRE-INTERMEDIATE)
II.1 The overview of politeness strategies in “Inside Out” (Pre-intermediate)
"Inside Out" (Pre-intermediate), authored by Sue Kay, Vaughan Jones, and Philip Kerr, was published by Macmillan in 2002 This classroom-tested English course is designed to enhance real-life communicative skills and self-expression It offers an engaging and enjoyable learning experience for adults and young adults, focusing on structured grammar and vocabulary work, planned speaking tasks, and captivating writing and listening exercises The coursebook clearly presents key grammar and language functions, allowing for practice through anecdotal activities and personalized content.
Politeness is perceived differently across cultures, with behaviors deemed polite in one region potentially viewed as impolite in another This study examines the politeness strategies employed by native speakers, analyzing the frequency of each approach without assigning value judgments Based on the findings, the author offers practical tips for effectively using politeness strategies in English communication.
In the second part of this chapter, the author focuses on analyzing the frequencies of positive, negative and mixed politeness strategies used in “Inside Out” (Pre-intermediate)
II.2 The frequency of positive, negative and mixed politeness strategies used in
The data collection process involves three key steps Initially, all utterances from conversations in each unit, particularly in listening tasks, are gathered Next, contexts featuring S&H role relationships are analyzed with input from a group of Vietnamese English teachers and native speakers to identify the most natural-sounding utterances, resulting in the selection of 133 utterances Finally, the necessary statistics for the study are calculated and organized into seven categories for presentation in subsequent sections.
II.2.2 Balance of positive, negative and mixed politeness strategies
Positive politeness strategies Negative politeness strategies
Table 1: The statistics of positive, negative and mixed politeness strategies
The statistics are converted into Pie - Chart 1 as follows:
Positive politeness strategies Negative politeness strategies mixed politeness strategies
Pie-Chart 1 The frequency of positive, negative and mixed politeness strategies
The analysis reveals a notable prevalence of positive politeness strategies in "Inside Out" (Pre-intermediate), significantly outnumbering negative and mixed strategies This indicates that American speakers in these conversations favor positive politeness, perceiving it as more suitable for the S-H role relationships examined Nguyen's findings further support this observation, highlighting the inclination towards positive politeness in these interactions.
According to Quang (2002), Vietnamese individuals typically prefer positive politeness in their social and familial interactions, aiming to express concern for others and reduce the distance between speaker and listener Recognizing this cultural tendency can help students feel more confident in Vietnamese-American cross-cultural communication.
II.2.3 Analysis of positive politeness strategies
Based on 17 positive politeness strategies, the utterances in the conversations are grouped into 17 categories Following are the positive politeness strategies performed in the selected conversations:
4 Use in - group identity markers 26 22.41
9 Assert S's knowledge and concern for H's wants 1 0.86
12 Include both S & H in the activity 5 4.31
13 Give or ask for reasons 2 1.72
The statistics are converted in Chart 1 as follows: Table 2: The statistics of positive politeness strategies
PPS1 PPS2 PPS3 PPS4 PPS5 PPS6 PPS7 PPS8 PPS9 PPS10 PPS11 PPS12 PPS13 PPS14 PPS15 PPS16 PPS17
Chart 1 The frequency of positive politeness strategies
The chart indicates that strategies 1, 8, 9, 14, and 17 are the least utilized, each occurring at a rate of 0.86 In contrast, strategies 3, 4, 5, and 7 are the most frequently employed, suggesting that Americans are more comfortable using these particular strategies.
- Did you see Mrs Jones from number 1? She looks very upset this morning
This strategy encourages S to share interests with H, effectively capturing H's attention and potentially deepening their interest.
Strategy 4, which utilizes in-group identity markers, is the most favored approach, achieving a preference rate of 22.41% This strategy proves to be the most effective in conveying a sense of in-group membership.
- Kent, how long have you been interested in crop circles? (Unit 18)
The use of the proper names "Pauline" and "Kent" indicates a strong familiarity between S and H, while the term "Mum" signifies a deeply intimate relationship between them.
It is worthy of note that, in the conversations under study, people rarely use strategies 1,8,9,14,17 It might be the case that:
Strategy 1, “Notice, attend to H”, seems too much for the expression of concern to others and this may make H feel intruded
Strategy 8, known as "joke," is seldom observed in negotiations, as the context typically doesn't lend itself to humor However, there is one notable example of this strategy being effectively utilized.
- Excellent And what about girls? (Unit 8)
Strategies 9 (Assert S's knowledge and concern for H's wants), 14 (Assume or assert reciprocity) and 17 (Ask personal questions) seem to make S feel less confident because they are used only in some situations
II.2.4 Analysis of negative politeness strategies
The followings are eleven negative politeness strategies to avoid the FTAs
7 Impersonalize S &H, avoid the pronoun I, you 1 1.37
8 State the FTA as the general rule 0 0
10 Go on record as incurring a debt, or as not indebting H 2 2.74
Table 3: The statistics of negative politeness strategies
The statistics are converted into Chart 2 as follows:
NPS1 NPS2 NPS3 NPS4 NPS5 NPS6 NPS7 NPS8 NPS9 NPS10 NPS11
Chart 2 The frequency of negative politeness strategies
Among 11 negative politeness strategies, strategy 2 is used most with a very high rate (52,05%) Strategy 1,3,5,6,10 are in limited use Whereas, no one uses strategy 8, strategy 9 and strategy 11
Let us have a look at some examples of strategy 2(Questions, hedge)
- Do you think you‟ve learnt anything from your experience in Ozone? (Unit 8)
- Excuse me! Yes, you What are you doing here? (Unit 10)
- Um, to be honest, I‟m completely knackered! (Unit 13)
- Oh, yes I think he‟s the most wonderful person in the world and I know absolutely everything about him (Unit 4)
Speakers often use phrases like "Do you think ," "Excuse me!," and "Um, to be honest" to minimize imposition on their listeners, indicating hesitation and a desire to avoid causing discomfort These expressions reflect the speaker's intention to preserve the listener's dignity and maintain a respectful dialogue Additionally, the phrase "I think" conveys a personal opinion, inviting agreement while acknowledging that differing views are welcome.
Using phrases like “I just want to share my idea” and “Oh, yes” can convey agreement and create a more tentative tone, making it easier for others to accept subsequent statements This approach acts as a "sweetener," enhancing communication effectiveness Consequently, the "Questions, hedge" strategy proves to be a powerful tool for fostering comfort in conversations.
Next, we will see the reason why strategy 8 (State the FTA as the general rule), strategy 9 (Nominalize) and strategy 11 (Avoid asking personal questions) are not mentioned
Let us take strategy 8 (State the FTA as the general rule) as an example
- Patients please wear uniforms at the time of the treatment
In daily conversations, stating the FTA (Face Threatening Act) as the general rule is viewed as quite formal This approach effectively establishes a distance between the speaker (H) and the listener (S), making it suitable for specific contexts such as providing information or issuing warnings.
One more example is strategy 9 (Nominalize)
- Shall we have a talk about your study at school now?
In communication, using more nouns typically enhances politeness in sentences However, in everyday conversation, we often prioritize brevity, leading us to simplify our expressions For example, instead of a lengthy phrase, we might say, "Shall we talk about your study at school now?"
In everyday conversation, it's more natural to say, "Let's discuss the lease contract" instead of the more formal, "Let us have a discussion about the contract of lease." This simpler phrasing enhances communication and makes interactions feel more approachable.
Positive and negative politeness strategies and S-H relationships
Effective communication hinges on the S-H relationship, which significantly influences the choice of politeness strategies Individuals carefully consider factors such as roles, age, social status, power, strengths, and weaknesses when selecting the most appropriate and effective politeness strategies.
This study categorizes relationships into three main types: close proximity, medium proximity, and long range Close proximity includes relationships such as parents and children, siblings, and spouses Medium proximity encompasses connections between colleagues, neighbors, and friends Long range relationships involve interactions between presenters and callers, interviewers and interviewees, receptionists and customers, employees and employers, as well as assistants and customers.
Here, we are going to have a look at the positive and negative politeness strategies and the S-H relationships used in “Inside Out” (Pre-intermediate)
II.3.1 Positive politeness strategies and the S-H relationships
9 Assert S's knowledge and concern for H's wants
12 Include both S & H in the activity
13 Give or ask for reasons 0 0 1 2.86 1 1.61
Table 4 The statistics of positive politeness strategies based on the S-H relationships
Table 5 The statistics of negative politeness strategies based on the S-H relationships
Close proximity Medium proximity Long range communications
Pie Chart 2 The frequency of positive politeness strategies in terms of the relationships between the participants
The pie-chart 2 shows that in the book, in using positive politeness strategies, the long range communications occurs most (47.54%) Whereas, the appearance of close proximity happens least (16,38%)
Individuals in close relationships, such as parents and children or siblings, predominantly utilize strategy 4 (Use in-group identity) at a rate of 42.11% They occasionally employ strategy 10 (Offer, promise), while ten strategies (1, 6, 8, 9, 11, 12, 13, 14, 15, 17) are not utilized at all Additionally, strategies 3, 7, and 16 are each used at a rate of 10.53%.
Medium proximity relationships, such as those between colleagues, neighbors, and friends, utilize a greater variety of communication strategies compared to close proximity relationships In total, they employ thirteen strategies, excluding strategies 1, 7, 8, and 9 Among these, their preferred approach is to "Intensify H's interest."
Long-range communications, such as presenter-caller, interviewer-interviewee, receptionist-customer, employee-employer, and assistant-customer interactions, reveal intriguing patterns These communications predominantly utilize various strategies, excluding strategy 14 Notably, strategy four is the most frequently employed, with a usage rate of 25.81% Additionally, there is a significant focus on strategy 3 (intensifying the hearer's interest), strategy 7 (establishing presuppositions/common ground), and strategy 5 (seeking agreement).
II.3.2 Negative politeness strategies and S-H relationships
Role relationships Negative politeness strategies
7 Impersonalize S & H avoid the pronoun I, you
8 State the FTA as the general rule
10 Go on record as incurring a debt, or as not indebting H
Table 6 The statistics of negative politeness strategies based on the S-H relationships
Table 7 Negative politeness strategies and the S-H relationships
Close proximity Medium proximity Long range communications
Pie Chart 3 The frequency of negative politeness strategies based on the S-H relationships
Data analysis reveals that long-range communications account for the majority of negative politeness strategies, representing 73.86% of utterances In contrast, medium proximity contributes only 8.33% of these utterances, while close proximity accounts for a relatively higher rate of 17.81%.
Among 11 negative politeness strategies, strategy 2 (question, hedge) is used with highest percentage for all relationships; strategy 4,6,7 are used only once; and strategy 8,9,11 do not appear in the course book
Long-range communicators employ a total of seven strategies, with Strategy 2 being the most prevalent, utilized at a remarkable rate of 52.73% This indicates a strong intention to maintain "distance" in interactions among presenters and callers, interviewers and interviewees, receptionists and customers, employees and employers, as well as assistants and customers They frequently use questions and hedging techniques to enhance politeness and reduce perceived threats in communication.
- Over in Britain he‟s really well- known, isn‟t that right? (Unit 5)
- I think that she is better looking than me (Unit 17)
- Do you think you could do some shopping on your way over here? (Unit 14)
They are also pessimistic with the trend of using indirect requests using subjunctives like
- Excuse me Would you mind answering a few questions for London south FM? (Unit 15)
- Could you tell me something about the program? (Unit 16)
"Giving deference" is frequently used alongside "Be pessimistic," highlighting the dynamic between individuals of differing social statuses, such as an assistant serving a customer or an employee reporting to an employer.
E.g - Just a minute, sir Here‟s your receipt (Unit 6)
- Sorry, sir Can I come in, please, sir? (Unit 10)
Medium proximity, which includes people who are “colleague – colleague”,
“neighbor-neighbor” and “friend – friend”, focus only 2 strategies in which strategy 2 is 80% and strategy 6 is 20% This is the relationships between people who know each other for a certain time
- Is that your final decision? I think she is a very interesting choice (Unit 4)
Close proximity use 4 strategies (strategy 1,2,6,10) They do not focus too much on any strategy That they use these strategies leads us to an assumption that S wants to keep
H think that it is H who does favor to S
- I‟m home! Sorry I‟m late, darling I had to work late at the office (Unit 10)
- I know I‟m really sorry but it‟s an important contract (Unit 10)
- Oh, hello, darling How are you? (Unit 14)
The effectiveness of positive and negative politeness strategies is heavily influenced by the relationship between the speaker (S) and the hearer (H) It is essential for individuals to enhance their awareness of suitable strategies for various interpersonal dynamics, allowing them to select the most appropriate approaches for different contexts.
Implications for English Language Teaching
Implications for teaching politeness strategies
It is obvious that a communicator cannot be successful without a requisite knowledge of culture in general and culture-specific politeness behavior in particular
In order to assist second language learners to communicate successfully, the author would suggest the following implications:
When teaching English using "Inside Out" (Pre-intermediate), it is essential for educators to raise students' awareness of cross-cultural differences Teachers should highlight the appropriateness of positive and negative politeness strategies in various conversational activities, ensuring students understand their significance in effective communication.
Teachers should prioritize teaching the functional use of language over its structural aspects This approach addresses the significant issue where, despite extensive study, students often struggle to apply their English knowledge in natural, polite, and culturally appropriate communication.
Third, the teacher should present appropriate socio-cultural situations to students This proves greatly helpful because students can then realize the enfluence of cultural hiddens in language use
Effective Communicative Language Teaching (CLT) requires real-life experiences to observe, teach, and practice politeness strategies Student and teacher exchange programs with international universities significantly enhance communication skills and cultural awareness At Thai Nguyen University, participants in overseas academic or vocational programs demonstrate a heightened sensitivity to cross-cultural differences, leading to a greater willingness to employ politeness strategies in their interactions.
Finally, English clubs should be established Then students can choose cultural topics to discuss and practice by acting out plays…
Supplementary activities
Tick () what you say to greet others in these situations
1 You meet your teacher at the school‟s gate
You greet her with: a Are you going to school? b Good morning, teacher! c Hello What are you doing here? d Hi, how are you?
2 You phone your classmate You say: a Hello, this is An How are you? b Hi, have you had rice? c Hey, what are you doing? d This is An Good evening!
3 On the street, you meet your close friend‟s mother
You greet her with: a Hello, aunt! b Hello Where are you going? c Good morning, how are you? d Hello, aunt Are you going for a walk?
4 You are sitting next to a new comer from
America You begin with: a Hi, my name is Lan What‟s your name? b Hello, are you a new comer? c Hi, how tall you are! d It‟s hot today, isn‟t it?
5 You are a Hello It is nice to see all of introduced by a friend at her birthday party
"Hello everyone, it’s a pleasure to be here I want to express my gratitude for this opportunity Although I’m not quite sure what to say, I hope you all enjoy your time."
Tick ( ) what do you say in these situations
N0 Situations Responses Anglopho ne cultures
When conversing with a friend and it's time to leave, you might say, "Oh, I must go See you next Sunday," or simply, "I am going home." Another option is, "It's time for me to go Bye," or you could express it as, "I'm afraid that I have to go home now."
2 Your cousin is going to take part in an exam
Before departing her house, express your support by saying, "Good luck! Don't be so nervous; if you pass, I'll treat you to your favorite dish I hope to see you soon, and please try to learn!"
3 You dear friend is going to move to another city
Before he leaves, you say: a Bye, see you again b Don‟t forget me c Have a better life there d Remember to phone me
4 The children say this after class: a See you later, alligator! b Bye, bye! c See you tomorrow d I go, please
5 It is time you leave a party, you say to others: a You stay here I go home b Thank you for your party Bye c I go, you go later! d I have to go, bye!
Circle what you should reply in an Anglophone culture
1 How beautiful your dress is! a Thank you! b Really? It is just an ordinary dress c I made it on my own
2 I bought this bag for $50 I was prepared to pay $100 a That‟s too cheap b You stole it d Really? I can‟t believe
3 I made the curtain on my own a Oh, really, I can‟t believe it b That‟s great c How lovely It looks perfect
B I am tired I couldn‟t sleep last night It was too hot
C …… a That‟s too bad! I think you should take a short nap b Yes, it was really hot c Haven‟t you bought an air conditioner?
Exercise 4 Safe and unsafe topics
I Work in groups of 4 to discuss if the following questions are considered to be safe or unsafe when you question Westerners at the first meeting Explain your answers then compare them with the ones in Vietnamese culture
3 What does your husband/wife do?
4 How much can you earn?
5 Why aren‟t you get married?
6 Why don‟t you have any children?
7 How much is your car?
10 What is your favorite sport?
11 How long have you been here?
13 What is your specific field?
14 How many countries have you been to?
15 Where did you buy your watch?
II Discuss if these statements are true or false Correct the false statements Tick what is the same in Vietnamese culture
1 In daily conversations, the American people never talk about the weather
2 In America, it is a pleasant to talk about politics at the first meeting
3 At the first meeting, people should not ask about one‟s income
4 In English speaking countries, being polite means “Don‟t put your nose in my affairs”
5 In English speaking countries, the old people are very happy when you ask them about their age
6 In English speaking countries, “How are you?” is only used to express that the S wants to know about the H‟s health
7 In English speaking countries, “No, I‟m joking!” is always needed to say after you joke about something
I What do you say in the following situations:
1 You are ten minutes late for a party and when you arrive everyone is already seated at the table
2 You don‟t understand the lesson, and you want your teacher to help you
3 Your teacher speaks low and softly, you can‟t hear what he says
4 You want to borrow some books from your friend
5 You want to try on a nice hat in a shop
6 Your friend thanks you because you are very helpful
7 You lose your way and you ask a man in the street for directions
8 You suggest your friends go to a picnic on the weekend
9 You go to an English speaking country as an exchange student You are talking to the host at the first meet
10 You are a travel agent You‟ve just met a foreigner visitor at the airport You want to make the visitor feel welcome
II Discuss in groups of four to find out if what is said in the situations above is the same as in Vietnamese culture
I How can you arrange the meeting based on the followings situations:
1 You would like a friend to go out for a drink
2 It is not good time for your cousin to go shopping with you You ask her for another time
3 It is not available for you to go to the cinema with your friend tonight You offer another time
4 You refuse an invitation to go to a birthday party
5 You agree to go picnic with a classmate
II What can you say in the following situations:
1 You phone you teacher for a meeting in the following week
2 You want to go to the library with your classmate after class
3 You phone the dentist for an appointment
1 You want a plate How can you say when : a you are with a group of friends? b you are with some strangers in a party? c you are at home with you parents?
2 It is very noisy in the room You want the silence How can you say if the people who make noise are: a your classmates? b your older brothers/ sisters? c some strangers?
3 It is very hot You want to open the window How can you say to: a your classmate? b a stranger? c your mother?
4 You want some pocket money How can you say to: a your mother who is always happy to give you some pocket money? b your mother who always wants you to save your money? c your mother who thinks you are too expensive?
5 You want a hand to get your car to start How can you say to: a a neighbor ? b a stranger? c your dad?
6 You are thirsty You want some fruit juice How can you say to: a your mother? b your friend? c a waiter at a bar?
When approaching a stranger at the airport, you might say, "Excuse me, is this seat taken?" If you're at a bus station and want to sit next to someone your age, you could ask, "Mind if I sit here?" Lastly, when at home with your father, a casual approach like, "Can I join you?" would be appropriate.
Conclusion
Politeness plays a crucial role in social and cross-cultural communication, as a lack of understanding of politeness strategies can result in culture shock and communication breakdown Recognizing the significance of both positive and negative politeness is essential for effective communication, particularly in the context of S-H role relationships The coursebook "Inside Out" emphasizes the application of these strategies in conversational activities, highlighting their importance in fostering successful interactions across diverse cultures.
(Book 2 - Pre-Intermediate) are highlighted and analyzed
The study reveals that the book predominantly employs positive politeness strategies, with a notable absence of negative politeness strategies 8, 9, and 11 Among the 17 positive strategies, the most favored are 3, 4, 5, and 7, while from the 11 negative strategies, strategies 1, 2, 3, and 5 are utilized most frequently This indicates a clear preference for positive politeness over negative politeness in the text.
The article presents significant implications for English language teaching and learning, derived from comprehensive data analysis and the author's personal experiences, along with insights gained from discussions with fellow English educators.
Supplementary exercises tailored for cross-cultural awareness enhance students' understanding of the target culture and the application of politeness strategies within it.
This study is limited to analyzing only the third book in a trilogy due to time constraints Additionally, the data analysis overlooks several factors that impact the selection or disregard of politeness strategies, such as purpose, setting, and time availability.
III Suggestions for further research
Further research will be conducted on “Politeness strategies in the conversations of the coursebook Inside Out – Book I and Book II”
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SUMMARY OF POSITIVE AND NEGATIVE POLITENESS STRATEGIES IN THE COURSE BOOK “INSIDE OUT”
- Oh, yes, I feel lucky to be living in a city that‟s so big and exciting
- Yes, it‟s wonderful I think my city has everything
- Oh, they‟re lovely, but there aren‟t many young people
- As you know, Rosie and David are in separate studios
- Ok, ladies first, so we start with you, Rosie
- Um, it is exactly three years Interviewer-Interviewee 7
- Oh dear, I think it was raining Interviewer-Interviewee 3 2
- Now, David, it‟s your turn Interviewer-Interviewee 4
- I‟m sure you‟ll love all of them Colleague-Colleague 3
- He‟s massive! Mega- rich, mage talented, massively famous
- Maybe we could get him Colleague-Colleague 2
- Yes, that‟s the idea Colleague-Colleague 7
- I want something more, you know, erm, more, erm, tennis is a bit more interesting than swimming
- … she is lovely, isn‟t she? Colleague-Colleague 7
- Is that your final decision? I think she is a very interesting choice
- Yuh, let‟s go for it Colleague-Colleague 12
- I hear that you‟re mad about Tiger
Woods-you‟re his biggest fan
- Is that right? Interviewer-Interviewee 2
- Oh, yes I think he‟s the most wonderful person in the world and I know absolutely everything about him
- Oh, really? How old is he? Interviewer-Interviewee 5
- Oh, how nice Interviewer-Interviewee 5
- I see And can I just ask you one last question?
- Over in Britain he‟s really well- known, isn‟t that right?
- In fact, I‟d say he‟s still more famous for his soccer skills than as an actor
- Not really, no, but Vinnie was much more violent than other soccer player
- Pitt, but he‟s a great character actor
- Ok, Brenda, thanks for that Interviewer-Interviewee 4
- Oh, hello, Mrs Maggs Neighbor- neighbor 4
- Oh dear, what the matter? Neighbor- neighbor 15
- Oh dear, don‟t cry He‟ll come back
- Did you see Mrs Jones from number 1? She looks very upset this morning
- The woman from the post office?
- He looks pleased with himself, doesn‟t he?
- Come along Let‟s go inside, and
I‟ll make you a nice cup of tea
- Do you mind going round the shops?
- I don‟t mind going shopping, but on Saturdays I prefer watching football on TV
- Can I help you? Assist-customer 5
- Right What color would you like? Assist-customer 7
- Oh, great Yes, purple suits people with green eyes
- Good, I‟ll take it Assist-customer 16+ 10
- Just a minute, sir Here‟s your receipt
- How would you like to pay, madam?
- Mr Reynolds, can you tell us what is so special about your department store?
- Yes, that‟s right, but isn‟t there something special about the staff- you know-has anybody retired recently?
-Jeez! That‟s amazing Tell me, have you ever fired anybody?
- The young ones work in the office
– we‟ve got computers now, you know?
- Really? Has the store changed much over the years?
- Matt, Ozone was a very successful band Why did you decide to leave?
- Yes, but we worked very hard and never went out
- Yes, that‟s true Interviewer-Interviewee 5
- Do you think you‟ve learnt anything from your experience in
- I think we‟ve come up with some really good songs
- Excellent And what about girls? Interviewer-Interviewee 17
- Well, you know, it‟s important to get out and meet the fans
I had to work late at the office
- But it‟s eleven o‟clock! And this is the third time this week!
- I know I‟m really sorry but it‟s an important contract
- Sorry, sir Can I come in, please, sir?
- Your bus is always late, Ronnie Employee- employer 4 1
- Why don‟t you catch the earlier one?
- Sir, we sent you the bill on the fist
- You sent it last month? I never received it!
- When are you going to stop? I can‟t stand the smell of your cigarettes in this house
- You know it‟s bad for the children
- I know, I know I‟m going to give up Tomorrow Next week Soon
- I‟ve got some amazing news about
Tina and Brian, but you mustn‟t tell
- Of course not You can trust me I always keep a secret
- What‟s going on? Neighbor-neighbor 3
- Well, you know Brigitte from number 9 She said that…
- I‟d love to meet your friends-let‟s make a date now
- No problem-I am sure I can win Friend-friend 11+3
- Yeah, whatever I really don‟t mind.-I‟ll be happy if we go out
- Look, are you sure you‟re Ok because I can stay longer if you want
- Excuse me! Yes, you What are you doing here?
- Excuse me! Can you tell me what you are doing here?
- Hi there! Can you tell me what you‟re doing here?
- Josh, how are you? Interviewer-Interviewee 4
- Um, to be honest, I‟m completely knackered!
- You‟re very white Don‟t you like sunbathing?
- Oh, yes, definitely I reckon this is the best holiday I‟ve ever had
- You couldn‟t lend me some Interviewer-Interviewee 3 money, could you?
- Mum! It‟s me Daughter- mother 4 + 3
- Oh, hello, darling How are you? Daughter- mother 4 + 3
- I can‟t hear you, Mum It is a really bad line
- Sorry dear I said “How are you?” Daughter- mother 4
- Don‟t worry, darling When we‟ve cleaned the house, I‟ll take the children to the park
- Do you think you could do some shopping on your way over here?
- No, problem, darling Daughter- mother 4+16
- I‟ll make a meal your friends will never forget
- I don‟t know what I would do without you
- Could you do one more thing for me?
- Mum- you‟re an angel How‟s
- Excuse me, madam, would you mind answering a few questions for…?
- Well, could you tell me where you come from?
- Could you tell me how long have you been waiting?
- Since about half past eight, something like that, I supposed
- So, yes, it‟s been a long wait Interviewer-Interviewee 3
- Well, it‟s a long queue Do you know how many people there are in front of you?
-Excuse me Would you mind answering a few questions for
- Excuse me? Can you speak a little slowly, please?
- You must be a real tennis fan! Interviewer-Interviewee 3
- Oh, come under the umbrella, dear
- Not very good, I would say Interviewer-Interviewee 2
- Maybe, we‟ll get the last match of the day
- We live in Scotland, you know Interviewer-Interviewee 7
- New Life Centre Can I help you? Receptionist- customer 1
- Yes Could you give me some information about your centre?
- Could you tell me something about the program?
- Well, it‟s a good idea for him to give up smoking
- Four hours! His idea of a walk is going from the front door to his car
- Can you describe your cat? Interviewer-Interviewee 1
- I think that she is better looking than me
18 - Kent, how long have you been interested in crop circles?
- Well, we‟ve very excited about this crop circle
- And you know who made it? Interviewer-Interviewee 3
- I think it could be a message Interviewer-Interviewee 2
- Yes I‟m really sorry Colleague-Colleague 6
- Oh, are you getting a new one? Colleague-Colleague 2
- Why don‟t you get a bus? Colleague-Colleague 13
- Okay, okay, you‟re right! Come on Let‟s get another drink
- Hey, what do you think of my new hair cut?
- Let‟s see who is waiting on the line?
- I‟m sure lots of people sharing your feelings, Mark
- Ok, if I were you I‟d learn a new language
- Seven times, Dave Presenter- caller 4
- Well, Jack, I‟m sure I could help her
- I am pretty sure she‟ll change her mind about just giving money to the children‟s home