Rationale
In today's globalized world, emphasizing language as a communication system is essential, as it reveals the principles of social interactions and offers insights into the beliefs and worldviews of diverse cultures The significance of cross-cultural communication is heightened as national boundaries blur and intercultural exchanges increase By understanding social conventions and concepts like politeness and face, we can better appreciate the varied communication styles across cultures, ultimately reducing ethnic stereotypes and misunderstandings.
Understanding Anglophone cultures is crucial for Vietnamese students learning English, as mastering a second language involves grasping its associated culture Effective English acquisition requires not only linguistic skills but also cultural knowledge, which is increasingly integrated into educational curricula By familiarizing themselves with cultural nuances, students can engage more confidently in native-speaking environments However, many Vietnamese learners often rely on their cultural backgrounds, leading to potential miscommunication Therefore, it is essential for students to recognize both their source culture and the target culture, particularly the subtleties of social interactions, such as politeness This study aims to explore positive and negative politeness strategies in the "Market Leader – Pre Intermediate" course book by David Cotton, David Falvey, and Simon Kent, with the goal of enhancing communication skills among second-year students at Hanoi University of Business and Technology (HUBT).
Aims of the study
- Identifying and analyzing positive and negative politeness strategies in the negotiating conversations of “Market Leader – Pre intermediate"
- Offering implications for teaching positive and negative politeness strategies in a more effective way with cross - cultural activities and exercises
This study focuses on the positive and negative politeness strategies found in conversational negotiating activities of "Market Leader – Pre intermediate” It is only intended for HUBT second year students.
Methodology
This study primarily utilizes a quantitative approach, supplemented by qualitative insights, to explore the practical aspects of cross-cultural communication The findings and conclusions are largely derived from thorough analysis and relevant references Key methodologies employed in this research include a comprehensive examination of data and contextual factors.
Design of the study
The study is divided into three parts:
Part 1: Introduction presents the rationale, aims of the study, scope of the study, methodology and design of the study
Part II of the article is divided into three chapters, beginning with a theoretical exploration of speech acts and politeness strategies The second chapter focuses on the analysis of positive and negative politeness strategies utilized in the negotiating scenarios of "Market Leader – Pre Intermediate," highlighting their frequency of occurrence Finally, the third chapter discusses the implications for teaching and learning politeness strategies among second-year students at HUBT.
Part III: Conclusion summarizes the main findings, pointing out the limitations of the research and giving suggestions for further study.
Development Chapter1: Theoretical background
Speech Acts
According to Searle (1975), speaking a language is performing speech acts, such as making statements, giving commands, asking questions or making promises Searle states that
Linguistic communication fundamentally consists of speech acts, which serve as the basic units of meaning in language These acts are not just abstract constructs; understanding them, along with the context in which they occur, is crucial for accurately interpreting the overall message and its intended meaning.
The concept of "speech act" was introduced by Austin in 1962, who also identified a specific category of utterances known as performatives Performatives are defined as utterances that include a performative verb, enabling the speaker to perform an action rather than merely conveying information According to Austin, unlike constative statements, performatives cannot be classified as true or false; instead, they can only be considered felicitous or infelicitous, as they do not describe or report on anything.
According to Austin (1962), a speech act is an utterance that serves a specific function in communication, highlighting that sentences do more than just convey information; they also perform actions For example, the statement "You have a wonderful smile" transcends mere description, functioning as praise or even a request for money in certain contexts This illustrates that using language involves performing speech acts, as all utterances carry meaning while simultaneously executing specific actions (Levinson, Stephen C 1983).
Levinson (1983:236) believes that three kinds of acts are simultaneously performed in making an utterance: locutionary, illocutionary and perlocutionary acts
Every spoken expression consists of a sentence that has both grammatical structure and linguistic meaning, referred to as locution Additionally, the speaker's intention behind the utterance, known as illocution, plays a crucial role in communication Finally, the impact of the speech act on the listener is termed the perlocutionary act.
* Locution: the actual form of the utterance
A locutionary act involves making an utterance with a specific structure, which conveys meaning based on the linguistic rules of a language These acts are categorized into three sub-types and occur simultaneously.
Phonic act: Producing an utterance in the phonic medium of sound
Phatic act: constructing a particular sentence in a particular language
* Illocution: the communicative force of the utterance, or the intended message of the speaker
An illocutionary act refers to the intended message that a speaker conveys through their utterance This concept encompasses various types of illocutionary forces, as language serves multiple purposes, including making promises, issuing threats, and expressing demands.
What matters in performing an act is whether the act meets certain conditions, known as felicity and appropriateness Four types of felicity conditions are:
+ Propositional content condition: expresses the content of the act
+ Preparatory condition: expresses the contextual background required for the act + Sincerity condition: requires the speaker to be sincere
+ Essential condition: the speaker intends the utterance to have a certain force
* Perlocution: The communicative effect of the utterance or the hearer's interpretation of what the speaker says Perlocutionary act is the communicative effect of the utterance
Sharing with Levinson's opinion on SA classification, Searl (1979:240) brings classificatory order to illocutionary acts SA can be grouped into five broad classes of illocutionary points:
Declaratives are statements where the speaker creates a specific state of affairs simply by making the utterance This type of speech act directly influences the world around us, resulting in tangible changes Examples of declaratives include actions such as endorsing, resigning, nominating, and appointing.
+ Assertives- the speaker believes that the proposition expressed represents actual states of affair and has grounds for so doing This class includes accuse, complain, assert, etc
+Expressives - the speaker expresses some psychological state, feelings or attitudes about a given state of affairs This class includes apologize, compliment, deplore, praise, etc
+ Directives - the speaker attempts to get the hearer to carry out a future course of action This class includes request, question, order, command, etc
+ Commissives - the speaker becomes committed to doing something at some point in the future This class includes promise, vow, pledge, guarantee, etc
Speech acts can be classified into direct and indirect categories based on their structure Direct speech acts convey their intended meaning literally, where the speaker's intention aligns with the literal interpretation These acts can be expressed through straightforward sentences or by utilizing performative verbs.
(a) “I warn you not to do that”
(b) “I hereby advise you to read the test carefully”
Direct speech acts, as defined by Yule (1996: 55), occur when there is a clear connection between a structure and its function For instance, example (a) serves as a direct warning, while example (b) provides direct advice These direct speech acts are characterized by specific syntactical structures that correspond to their intended meanings.
Speech Act Structure Sentence Function
Assertion Declarative Conveys information; is true or false
Order and Request Imperative Causes others to behave in certain ways
Considering the following example in case the speaker wants the addressee not to stand in front of television
(a) Move out of the way!
(b) Do you have to stand in front of the TV?
(c) You are standing in front of the TV
(d) You‟d make a better door than a window
The fundamental purpose of all utterances is to issue a command or request; however, only the imperative structure serves as a direct speech act In contrast, the interrogative structure functions solely as a question and does not qualify as a direct speech act Similarly, the declarative structures do not represent direct speech acts either This illustrates that while various structures can fulfill the same basic function, a direct speech act occurs only when there is a clear connection between a structure and its intended function.
In direct exchanges, communication is straightforward and concise, leaving no room for implied meanings The listener can easily understand the speaker's intent without needing to interpret any underlying messages, as every aspect of their interaction is clearly articulated This clarity significantly reduces the likelihood of misunderstandings.
Indirect speech acts involve using language to convey a message without explicitly stating it in the conventional form As defined by Wikipedia, these acts allow the speaker to communicate more than what is verbally expressed by leveraging shared background knowledge and the listener's ability to infer meaning.
Linguistic means can convey meanings that differ from the intended message, sometimes functioning as requests or promises A common method of executing speech acts involves using an expression that indicates one act while simultaneously performing another, unexpressed act For example, when asking someone to open a window by saying, "Will you be able to open the window?" the speaker not only inquires about the person's ability but also indirectly requests that they open it if possible This type of communication is known as an indirect speech act.
What politeness?
the illocutionary force indicators for one kind of illocutionary act can be uttered to perform, in addition, another type of illocutionary act (Searle, 1975: 168) Let‟s consider the following example:
“Could you pass the salt?”
While the utterance appears to be a question, it is not genuinely intended to inquire about the hearer's ability to pass the salt Instead, the speaker is subtly making a request This type of communication is referred to as an indirect speech act (Search, 1979).
Indirect speech acts are often perceived as more polite than direct speech acts in English, as they serve as a common conversational strategy to soften requests and orders According to Leech (1983), this indirectness helps to mitigate the impact of unpleasant messages, making communication more courteous.
“It‟s very hot in here.”
In this example, the speaker justifies a request to "Open the window!" by using indirect speech acts to avoid threatening the listener's face, as suggested by Ardissono (2006) Ardissono notes that direct requests, such as "Would you lend me some money?" or "Lend me some money!" can be perceived as impolite, with the latter being completely unacceptable in certain contexts.
Indirectness in communication is driven by factors beyond mere politeness Individuals often employ indirect strategies to enhance the interest of their speech, pursue goals that may differ from those of their conversation partners, or amplify the impact of their message (Thomas, 1995).
Politeness plays a crucial role in human communication, essential for peaceful coexistence among individuals Recently, it has been recognized as a pragmatic phenomenon, highlighting its importance in interactions Politeness is viewed as a strategic tool employed by speakers to achieve various objectives, particularly in fostering and maintaining harmonious relationships.
Brown and Levinson (1987) present a comprehensive theory of politeness that serves as the foundation for this study's analysis They contend that while polite linguistic behavior may appear to deviate from the rational and efficient nature of communication, it ultimately provides the hearer with insights into the speaker's seemingly irrational or inefficient conduct.
Brown and Levinson (1987) base their theory on the concept of face (Goffman 1967)
Face refers to the public self-image that individuals maintain during spoken interactions, which must be consistently upheld It encompasses two interconnected components: positive face, which reflects the desire for approval and acceptance, and negative face, which signifies 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) This concept encompasses the desire for admiration, value, and acceptance, highlighting the need to be regarded as part of a group and to have one's wants recognized by others (Yule, 1996).
Negative face, as described by Brown and Levinson (1987), refers to an individual's fundamental claim to personal space and the right to act freely without interference It embodies the desire for autonomy and the avoidance of imposition from others, emphasizing the importance of independence in one's actions (Thomas, 1995; Yule, 1996).
Participants in conversations typically cooperate due to the inherent vulnerability associated with face However, meaningful dialogue requires some level of demand or intrusion on another person's autonomy Certain speech acts can pose a risk to 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 that the initial decision in performing a Face Threatening Act (FTA) is whether to do so on record or off record If the on record strategy is selected, the speaker has two options: to execute the FTA baldly, without any mitigating actions, or to soften the impact of the FTA by incorporating repressive actions Performing an act baldly means stating it directly and clearly, without any attempts to soften the message.
In a direct and clear manner, repressive actions can paradoxically enhance the addressee's face, signaling that there is no intention to threaten their dignity This effect can be achieved through the use of positive or negative politeness strategies.
The off-record strategy allows the speaker to evade the responsibility of executing a face-threatening act (FTA) According to Brown and Levinson (1987), there are various strategies for managing FTAs effectively.
5 Don't do the FTA Lesser risk
Figure 1: Circumstances determining choice of strategy
Although highly appreciating this chart, Nguyen Quang raises his doubt of its universal validity, especially of numbering two and three for positive and negative politeness He proposes another figure:
Figure 2: Strategies to minimize risk of losing face
Politeness strategies play a crucial role in effective communication, enhancing both intracultural and cross-cultural interactions When speakers skillfully apply positive and negative politeness strategies, they increase their chances of successful communication This article emphasizes the significance of these strategies, particularly in the context of the overall research.
4 Do not do the FTA Do the FTA
Positive politeness, as defined by Brown & Levinson (1987), involves addressing the addressee's face by acknowledging and valuing their desires This approach expands the concept of redress to include a broader appreciation of others' wants and emphasizes the expression of shared interests between individuals.
Negotiating conversations in the coursebook
"Market Leader – Pre Intermediate Business English," authored by David Cotton, David Falvey, and Simon Kent, is a comprehensive resource published by Pearson Longman, designed for students aiming to thrive in an international business environment As the second level in a five-level series, it utilizes extensive media assets from the Financial Times, providing authoritative materials for business English learners globally The course book features 12 main units, four review units, a Grammar reference, Writing and Activity Files, Audio scripts, and a Glossary of business terms Building on the Market Leader Elementary level, it equips students with essential communication and language skills for diverse business scenarios, including meetings, telephoning, negotiating, and socializing.
The "Market Leader – Pre Intermediate" (new edition) is designed for business professionals and students learning business English, emphasizing essential negotiation skills Negotiation differs from persuasion; it focuses on achieving the best possible agreement when consensus is necessary Successful negotiation is defined by the ability to reach an agreement, as failure to do so signifies a lack of success In essence, negotiation involves discussions that help parties meet their needs and foster relationships In the realm of international business, negotiation encompasses cross-cultural communication, necessitating effective information gathering and language proficiency.
Negotiation plays a crucial role in business English, as highlighted by the analysis of politeness strategies in negotiating conversations from the course book Market Leader (new edition) – Pre Intermediate This study focuses exclusively on negotiating situations, which constitute approximately 25% of the 60 conversations spanning units 1 to 12 These conversations are integrated throughout the course, starting from unit 2 and covering a diverse array of scenarios.
Politeness strategies in negotiating conversations
2.2 The politeness strategies in negotiating conversations
Politeness can be viewed as a fixed concept, often associated with social behavior and etiquette specific to a culture However, the definition of what is considered "polite" can vary significantly across different cultures and contexts, making it a vague and unpredictable notion As highlighted by Brown & Levinson (1987) and Nguyen Quang, differing perspectives on politeness lead to variations in social interactions, where behaviors deemed polite in one country may be perceived as impolite in another.
This article examines the application and frequency of positive and negative politeness strategies used by native speakers Based on the findings and discussions, it offers practical tips for effectively implementing these politeness strategies.
2.2.1 The frequency of negative politeness and positive politeness strategies used in the negotiating conversations
In the process of data collection, the author analyzes all sentences from the negotiating conversations in the book "Market Leader." She establishes the context and considers the roles of participants, engaging in discussions with colleagues and students to assess the naturalness and politeness of these sentences The most approved utterances undergo further examination Subsequently, the author consults specialists and native speakers using the same approach This rigorous process results in a final collection of 328 utterances deemed appropriate for negotiation contexts.
"natural" and, to some extent, "polite" in two types All statistics in the study are calculated on the basis of total 328 utterances Following is the first categorization of this
2.2.1.2 Balance of positive and negative politeness strategies used in negotiating conversations
Positive politeness strategies Negative politeness strategies
Number of appearance Percentage Number of appearance Percentage
Table 1: The statistics of positive and negative politeness strategies
Positive Politeness Strategies Negative Politeness Strategies
Figure 3: Frequency of negative and positive politeness strategies found in the negotiating conversations
The data presented indicates that positive politeness strategies are utilized more often than negative ones in the negotiating conversations from the Market Leader - Pre Intermediate course book This trend suggests that individuals favor positive politeness to foster a sense of solidarity with their partners, ultimately increasing the likelihood of reaching a successful agreement.
2.2.2 Positive politeness strategies in negotiating conversations
As mentioned in chapter 1, part 2- Theoretical background, there are totally 17 positive politeness strategies Based on this, the author categorizes the utterances into 17 categories as follows:
Positive politeness strategies Number of appearance Percentage
4 Use in -group identity markers 38 19.4%
9 Assert S's knowledge of and concern for
12 Include both S & H in the activity 53 27.1%
13 Give or ask for reasons 4 2.0%
Table 2: Frequency of positive politeness strategies
Figure 4: Frequency of positive politeness strategies used in the negotiating conversations
From the data in figure 4, it is obvious that there are three positive politeness strategies which do not appear They are 3, 8, and 15
In negotiating conversations, the strategy "Include both S & H in the activity" is the most prevalent, accounting for 27.1% of the total strategies used, with 53 tokens This indicates a strong emphasis on collaborative engagement in discussions.
“When are we going to launch the goggles?” (ML, Unit 4)
“That‟s why we have to be careful when choosing the venue” (ML, Unit 6)
Negotiation aims to achieve a mutually satisfying agreement while fostering cooperative relationships Utilizing inclusive language, such as "we," encourages collaboration and addresses any misunderstandings The term "let's" signifies a shared commitment between parties, emphasizing the importance of communicative competence in successful negotiations.
“Let‟s talk about the time for setting up the website.” (ML, Unit 2)
“Let‟s put our heads together.” (ML, Unit 6)
Strategy 12 emphasizes the cooperative nature of both the speaker and the hearer, highlighting their mutual goal of reaching an agreement This approach is particularly effective in negotiation contexts, where collaboration is essential for successful outcomes.
Strategy 4, which focuses on using in-group identity markers, ranks second with a frequency of 19.4%, occurring 38 times in total Similarly, strategy 5 follows closely with a usage rate of 18.9%.
- “I‟m glad you enjoyed the tour, Marta.” (ML, Unit 9)
- What do you think, Monica? (ML, Unit 5)
The speaker conveys to Monica that their familiarity establishes a bond of friendship and trust, encouraging her to share her ideas openly In real-life interactions, trust significantly facilitates cooperation and communication between individuals Consequently, the use of "in-group markers" minimizes the risk of misunderstandings while fostering trust and enhancing relational dynamics This may explain the preference for strategy 4 in communication.
In addition, Market Leader- Pre Intermediate also uses strategy 5 “Seek agreement” at quite high rate (18.9%) The following examples can be analyzed:
“A: How about paying me half when I start the work and half at the end?
B: Yes, I think we could arrange that OK I agree to that.”
Conversation 5 of Unit 2 above may demonstrate the agreement “Yes, OK” It is noted that in negotiations, agreement is the aim but not often comes easily In this example, when being offered, the hearer firstly has a careful consideration “I think we could arrange that” and only after that he comes to the last decision “OK I agree to that.” That is the difference between negotiating and normal conversations Furthermore, the repetition of “Over £1.2 million” in conversation 7, Unit 7 is employed in order to seek agreement, too
“A: Our total sales were over £1.2 million
B: Over £1.2 million Great! Well done!”
Also, the agreement can be showed by some minimal encouragers such as “Great, Well done” in negotiating conversations
Moreover, the statistics obtained show that strategies 1, 2, 6, 7, 10 are also resorted to in negotiating conversations Among these strategies, strategy 2 “Exaggerate” and strategy 10
“Offer, promise” are mostly appreciated with the same percentage 7.1% (14 tokens) Below is an example of positive politeness strategy 2:
“A: You mean, we don‟t do too much business then
In negotiation, speakers employ strategy 10, "Offer, promise," to foster a sense of solidarity with their audience By extending invitations and offers, they aim to strengthen their relationship with listeners and address their needs effectively.
“A: Well, that‟s a typical management attitude The staffs are not going to accept it I warn you, this could lead to a strike
B: Oh come on, Tracy…you know we‟ve got a parking problem We‟ve got to do something about it OK, how about it? What if we keep five spaces for staff…?”
In a tense negotiation between a union representative and a general manager, the representative expresses frustration over the company's decision to restrict staff access to the car park Demonstrating exceptional negotiation skills, the general manager employs strategy 10 by proposing to reserve five parking spaces for employees This approach effectively aligns with strategy 6, which emphasizes avoiding disagreement, showcasing the manager's ability to find a compromise that addresses staff concerns while maintaining company policies.
As we know, strategy 1 is employed in the pre-assumption of the speaker that everyone wants to be praised
“A: … I can tell you, we‟ve had excellent results
Speaker B believes that A seeks recognition for her outstanding results, particularly from her boss, which aligns with the strategy in question.
1 is used in 6 tokens (3.1%) Anyway, this does not guarantee that it is always safe if you praise somebody about their significant points
Strategy 7 “Presuppose/ common ground” is also a useful choice in negotiating In order to have a clearer understanding of strategy 7, let‟s study the following example as:
“What do you mean by specialist stores, Julia? Are you thinking of sports goods outlets, you know, stores which only sell sports equipment?” (ML, Unit 4)
The speaker employs a strategy that assumes the hearer shares similar values, reflecting a sense of familiarity in their relationship This approach suggests a greater alignment and agreement between the speaker and the hearer, highlighting common ground rather than differences.
Implications for teaching politeness strategies to HUBT second-year students 3.1 Preparation for training politeness strategies
Preparation for students
To effectively prepare students for politeness strategy training, it is essential for teachers to implement well-structured training programs that incorporate various suggested techniques.
To ensure the effectiveness of politeness strategy training, it is essential that students are thoroughly informed about the program's objectives and content beforehand Without this knowledge, students may feel their time is being wasted, leading to negative attitudes By understanding the aims of the training, students are more likely to engage actively and positively in the learning process.
The book "Market Leader - Pre Intermediate" emphasizes the importance of understanding business culture, making it essential for teachers to guide students in recognizing cultural values and cross-cultural differences It is crucial for students to learn about the acceptance of positive and negative politeness strategies in both English and Vietnamese contexts Additionally, students should be aware that certain linguistic expressions may not translate directly between the two languages, highlighting the need for cultural sensitivity in communication.
Making plans
To effectively implement a training program, teachers must not only prepare their students but also develop comprehensive plans This includes carefully selecting relevant materials, which may consist of the course book and additional supplementary resources.
The supplementary exercises and activities provided are designed to enhance English language teaching and learning, specifically for the Market Leader - Pre Intermediate course at Hanoi University of Business and Technology These materials, alongside the "Business Basics" conversational activities, aim to improve students' understanding of positive and negative politeness strategies By incorporating these resources, teachers can effectively support second-year students in grasping the concept of culture shock and preventing communication breakdowns.
I Study these dialogues and answer the following questions
1 Which dialogue is the most polite? Why?
2 Which dialogue is the most informal? Why?
3 In which situation is each dialogue used?
A: Hello, Bob How are you?
B: Fine, thank you And you?
B: Good morning, Anna How is everything?
A: Hi! I haven't seen you for so long How are you getting on?
B: Not too bad Please to meet you again
A: How do you do? My name is Barbara Cooper
B: How do you do? My name is John Murphy Nice to meet you!
I How can you arrange the meeting based on the following situations?
A Make arrangement to play a sport
B The time is no good for A Ask for another time
C Say that is not possible and offer another time
D Accept and say good – bye
II What can you say in the following situation
1 You want to go to the dentist Wall on Saturday, so now phone the dentist's receptionist to make an appointment
2 You phone your friend for a meeting in a pub this evening
3 Your friend wants you to go to the theatre with him/her tomorrow but you reject because you are busy writing a report
III Discuss and see if you say in the same way in Vietnamese in these situations
Exercise 4: Safe or unsafe topics
I Work in groups to discuss if the following questions are considered to be safe (S) or unsafe (U) when you meet someone for the first time in an English speaking country Explain your answers Then, compare them with the ones in Vietnamese culture
1 What does your husband/wife do?
2 How much money do you earn every month?
3 How many children have you got?
6 Why don't you have any children?
9 Are you a Democrat or a Republican?
10 How much was your watch?
13 Do you work down town?
14 Why don't you work/ why do you still stay at home?
II Discuss if the following statements are true (T) or false (F) Then, find out the difference in choosing topics to start conversation in English and in Vietnamese
1 When meeting each other the British often talk about the weather
2 Politics is a common topic in Britain
3 It is no problem when the Vietnamese ask English people about their age for the first time meeting
4 In English speaking countries to show politeness means "Don't put your nose in my affairs"
5 In English speaking countries the question "How are you?" is only used when speakers really want to know about listeners' health
I How do you say in the following situations?
1 You are fifteen minutes late for class The teacher is explaining something to the class when you arrive
2 You are ringing your doctor to make an appointment for Friday evening
3 You are calling the post office to send 20 roses to your friend in another city so that they arrive in time for her/his birthday
4 You've got a question about something the teacher has just said in class
5 You are ringing the local railway station to get known about the earliest train to the capital
6 You want to try a nice T-shirt in a clothes shop
7 You are in the city centre Someone asks you the way to the nearest bank
8 You are calling the cinema to find out if there are any tickets left for the last show of the day
9 You are a travel agent You've just met a foreign visitor at the airport You want to make the visitor feel welcome
10 You are ringing to the travel agency to know how to book a holiday abroad
II Discuss in groups to find out if what is said in the situations above is the same as in Vietnamese.
Training politeness strategies for the HUBT second - year students
Effective training for teachers begins with thorough preparation It encompasses three levels of politeness strategies for students: awareness training, one-time training, and long-term training.
Politeness strategy-awareness training aims to enhance students' understanding of key concepts such as face, politeness, and politeness strategies, while also helping them recognize the strategies they have previously employed Educators play a crucial role in guiding students to select suitable politeness strategies for various contexts and tasks It is essential for teachers to discuss the pros and cons of each politeness strategy, whether addressing individual students or the entire class Furthermore, educators should incorporate specific tasks to demonstrate the practical application of these politeness strategies.
Teachers should prioritize teaching language functions and speech acts over mere grammatical structures Many students, despite having a solid grasp of grammar, may produce sentences that are grammatically correct yet culturally inappropriate or impolite In real-life communication, politeness often holds greater significance than simply assembling words correctly Therefore, educators are encouraged to guide students on how to express themselves politely and appropriately in English for various situations It is essential to introduce polite and appropriate expressions subtly, ensuring that both language functions and forms are emphasized.
To effectively introduce politeness strategy training, it is essential to make the content engaging and motivating This approach encourages students to deepen their understanding of politeness strategies and enhances their focus on selecting appropriate strategies in real-life scenarios, particularly during negotiations.
3.2.2 One-time politeness strategy training
This training focuses on introducing and practicing politeness strategies in a single session Students are prompted to select suitable strategies to address scenarios presented by the teacher, and their effectiveness is assessed upon task completion While it is preferable for students to successfully implement their chosen strategies, those who find them ineffective are encouraged to explore alternative approaches until they identify the strategies that work best for them.
Students may sometimes use inappropriate language or omit necessary verbal behaviors in various contexts, such as apologizing or complimenting Teachers should carefully address these instances, as they present valuable opportunities for authentic communication Although such moments may be infrequent, they are crucial for enhancing language skills Additionally, class discussions can be enriched by utilizing teaching materials that highlight cultural differences, allowing teachers to explore broader cultural assumptions and global knowledge with their students.
3.2.3 Long-term politeness strategy training
Long-term politeness strategy training, like one-time training, involves making students conscious of the intended politeness strategies and practice them with actual conversations
They need continuous repetition practice and assessment in a certain period until students can use them effectively
This training is essential for reinforcing effective politeness strategies previously learned, enabling students to apply these techniques automatically and fluently in their interactions.
When teaching Market Leader - Pre Intermediate, it is essential for teachers to foster social interactions among students, as social situations are effective for learning social English By providing specific scenarios and encouraging participation in conversations, teachers can guide students in identifying polite and acceptable expressions in English during daily interactions.
English and Vietnamese differ significantly both linguistically and culturally, particularly in their approaches to politeness in communication Teachers must understand the English-speaking cultures that often favor negative politeness as a formal communication style, while Vietnamese individuals typically prefer positive politeness in social interactions This cultural distinction is crucial for educators when teaching politeness strategies in conversational activities, such as those in Market Leader - Pre Intermediate, to prevent miscommunication and enhance understanding.
Human beings have fundamental universal needs that drive communication, and the effectiveness of this communication hinges on understanding and applying appropriate politeness principles Politeness is crucial, particularly in cross-cultural interactions, as it significantly influences the success or failure of communication.
The concept of politeness has been extensively analyzed in linguistic research, notably by scholars such as Leech (1983) and Brown & Levinson (1987) Among these, Brown and Levinson provide the most comprehensive exploration of politeness, defining it as a "redressive action taken to counter-balance the disruptive effect of face-threatening acts" (1987:4) Their work, originally published in 1978 and reissued in 1987, remains a cornerstone in the study of politeness in communication.
The study highlights the significance of politeness in communication by exploring both positive and negative politeness strategies It analyzes the frequency of these strategies within conversational activities in the course book "Market Leader - Pre Intermediate," drawing on the theoretical framework of politeness established by Brown and Levinson.
The study reveals that in the negotiating conversations of Market Leader - Pre Intermediate, most positive and negative politeness strategies are utilized, with the exception of positive strategies 3, 8, and 15, as well as negative strategy 5 Furthermore, it highlights a preference for positive politeness strategies over negative ones in these conversational activities.
According to the data analysis, every negotiating conversational activity in the book Market Leader- Pre Intermediate does not refer equally to all the politeness strategies Among
17 positive politeness strategies, the most favourite positive politeness strategies in almost all of the negotiating conversations are 4, 5 and 12 Among 11 negative politeness strategies, strategy 2 is the most resorted to
To effectively teach and learn English, it is crucial to use politeness strategies appropriately based on the communication context This study highlights the importance of these strategies and offers valuable insights for educators and learners, enabling them to navigate conversations in "Market Leader - Pre Intermediate" with greater success.
II Limitation of the study
Despite the author's extensive efforts, mistakes and limitations are inevitable The analysis is constrained by time and space, preventing a comprehensive exploration of both positive and negative politeness strategies in everyday communication Additionally, the sample is drawn from a single course book, which limits its size and undermines the ability to make broad generalizations.
III Suggestions for further study