Language, hierarchy and hegemony: Thai muslim discourse strategies

Scupin, Raymond

doi:10.1016/0388-0001(88)90020-4

Cited by 11 publications

(4 citation statements)

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“…Previous studies on politeness in different languages and contexts had also proved the different practices and perceptions of politeness expressions and behaviors. Geerts (1960) with his "etiquette", Scupin (1988) and Agha (1994) with their "honorification" or "honorific", and Mahmud (2010) with her "mutual understanding" remark that politeness is expressed differently in different context of society.…”

Section: Discussionmentioning

confidence: 99%

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The use of politeness strategies in the classroom context by English university students

Mahmud

2019

Indonesian J. Appl. Linguist.

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Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of English students at one of the universities in Makassar. The researcher applied a descriptive qualitative research method to explore the politeness phenomena in EFL classroom interaction. The participants of this research were two classes of English literature program consisting of 50 students. The primary sources of data were the individual student presentations which had been recorded. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.

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Section: Discussionmentioning

confidence: 99%

“…To be polite for Javanese people is to follow sets of etiquette. Scupin (1988) and Agha (1994) referred politeness as a form "honorification" or "honorific". This means that to be polite is to honor people.…”

Section: Politenessmentioning

confidence: 99%

The use of politeness strategies in the classroom context by English university students

Mahmud

2019

Indonesian J. Appl. Linguist.

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“…Thai culture is no exception. In particular, the norms of politeness in Thai are expressed with linguistic markers relative to the degree of status superiority and inferiority of speakers which determines the etiquette that pervades social interactions (Scupin, 1988). This significantly affected how Thai students would perform in face-threatening situations in English, as most of our respondents were aware of the influence of their own culture:…”

Section: L1 Pragmatic Transfermentioning

confidence: 99%

Pragmatic Competence in Business Context: A Case Study of Thai EFL University Students

2019

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The present study investigated the development of pragmatic competence of Thai EFL university students majoring in business studies. Data were collected from two groups of participants, 40 first-year and 40 third-year EFL students, all majoring in business studies in a university in Thailand. The participants’ pragmatic competence was evaluated by employing a Written Discourse Completion Test (WDCT) which covered 16 business scenarios aiming to elicit 4 face-threatening acts: refusal, request, complaint, and advice. Comparisons between the two groups’ WDCT data revealed that when confronting the 4 face-threatening acts in business interactions, the third-year participants demonstrated a statistically noticeable improvement compared to their first-year counterparts and were proved to have a relatively wider access to typical expressions, appropriate amount of information and politeness strategies in the business situations under examination. Finally, based on the interviews with selected informants from the two groups, 6 potential factors, i.e. explicit instruction, textbooks, input from multimedia sources, L1 transfer, language proficiency and output, were identified for the intricate roles they each played in accounting for the participants’ development in pragmatic competence.

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“…Politeness is defined in different ways such as a kind of 'rational, goal-oriented behaviour' (Haverkate, 1988), 'politic behaviour' (Watts, 1992:50), 'appropriate behaviour' (Meier, 1995), 'a diplomatic strategy of communication' (Kummer (1992:325), and 'etiquette' (Geertz, 1960). Other terms, such as 'honorification' or 'honorific', are used in reference to politeness (Scupin, 1988;Agha, 1994). Lakoff (1976:64), for example, interprets politeness as 'forms of behaviour which have been developed in societies in order to reduce friction in personal interaction'.…”

Section: Introductionmentioning

confidence: 99%

Grammatical Expression of Bugis Politeness

Mahmud

2011

LiNGUA J.

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This paper discusses the use of grammar as a strategy to express politeness in Bugis society. This is based on the research I conducted in 2005 in two different Bugis communities: the first was in Awangpone, a rural area and the second was in Parepare. There are three main aspects of Bugis grammar used by Bugis people to encode their politeness. The first one is the pronoun system, in which Bugis speakers use idi', ta-, or -ki, (the 1 st plural inclusive pronoun) to address people politely rather than using iko, mu-, and -nu (the 2 nd person pronoun). The second one is the use of participant avoiders such as passive voice di-or terms such as tauwé 'people' or anu 'something or someone' to avoid mentioning the subject or object directly. Another device is the phonological alternations between final -o and final -i/-é, in which final -o is less polite than final -i/-é such as the pairs iyé'/iyo 'yes' or -mi/-mo 'just'.

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Language, hierarchy and hegemony: Thai muslim discourse strategies

Cited by 11 publications

References 10 publications

The use of politeness strategies in the classroom context by English university students

The use of politeness strategies in the classroom context by English university students

Pragmatic Competence in Business Context: A Case Study of Thai EFL University Students

Grammatical Expression of Bugis Politeness

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