Lecturers’ Politeness Strategies in Efl Classroom With Multicultural Background

Heriyawati, Dwi Fita; Siba, Stifania Yuliana; Sulistyo, Teguh

doi:10.21831/ltr.v18i3.26494

Cited by 8 publications

(9 citation statements)

References 9 publications

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“…Purnomo (2020) in his study about politeness strategies used by teachers in EFL classes revealed that positive politeness becomes the most frequently employed. It implied that the lecturer mostly applied positive politeness in criticizing the students, in order to save the students' face, get closer and give more positive feedback (Heriyawati, Siba and Sulistyo, 2019). In term of the differences on the language usage between male and female, Syafrizal and Putri (2020) who conducted a politeness study on university students showed that women were more respectful than male students in general.…”

Section: Previous Studiesmentioning

confidence: 99%

Face-Saving and Face-Threatening Negotiation by Lecturers: Gender and Teaching Experience Differences

Agustina

2021

LANGLIT

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Teachers’ use of language was believed to give impact for the success of language learners in one way or another. As some teachers’ speech included managing classroom, giving instructions, and providing feedbacks, it is inevitable that a teacher would use the power and make the students uncomfortable. To soften the speech or lessen the impact to the students, a teacher could use some strategies of politeness inside the classroom. Seeing how linguistic politeness manifested by teachers could generally affect the students’ esteem, this study aimed at observing face-threatening and face-saving utterances produced by six lecturers during 6 different lessons in a state university. Combining Brown and Levinson’s theory of politeness and Yule’s concept of face, this study would also contrast the language production by lecturers of different gender and different length of teaching experience to find out if they were correlated. Under the qualitative method, the researcher carried out class observation, recorded the interaction, and transcribed all of the lecturers’ utterances. This study revealed that lecturers generally tend to manage more face-saving acts. However, it showed that most face-threatening utterances were generated by male lecturers. It also indicated that lecturers with longer teaching experience produced more face-threatening utterances, and lecturers with shorter teaching experience produced more face-saving utterances. The fact that female lecturers in this study were dominant in negotiating face-saving acts justified women are more polite than men.

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Section: Previous Studiesmentioning

confidence: 99%

Face-Saving and Face-Threatening Negotiation by Lecturers: Gender and Teaching Experience Differences

Agustina

2021

LANGLIT

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“…It can be proven that all politeness strategies are used by both lecturers and students. In addition, the results of the study also illustrate that communication and interaction between lecturers and students are very diverse although some studies report that lecturers tend to use positive politeness strategies with students (Heriyawati et al, 2019;Nugrahanto & Hartono, 2020).…”

Section: Discussionmentioning

confidence: 79%

Politeness Strategies Used by Lecturers and Students in Thesis Guidance Through Virtual Communications

Algiovan

2022

JELE

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Politeness is an essential element of communication and is used to assure the quality of a relationship through language. Politeness in English classes is paramount to study because the sense of decency is indispensable. In another condition, virtual communication to some extent is challenging since it requires some rules to run proper interactions between lecturers and students. The use of polite expressions is one of the rules to obey, especially in thesis guidance. This study is strived to see the use of politeness strategies in the interaction between lecturers and post-graduates at one state university in Lampung through virtual communication. This study employed qualitative method where the documentation was used to collect the data. The data of this study were conversation between the lecturer and the students through virtual communications: WhatsApp and E-mail. The findings reveal that (1) the positive politeness strategy was strategy mostly used by the students; (2) the lecturer mostly utilized bald-on record strategy, and (3) several factors were believed to influence the use of politeness strategies such as power, institutional position, social distance, age as well as social culture.

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“…It is undeniable that interaction becomes pivotal process in teaching and learning activity. One of the most important aspects of teaching and learning process in an EFL classroom is the interaction that occurs between teachers and students (Hai & Bee 2006;Forman 2012;Heriyawati 2019;Nasir et al 2019;Eisenring & Margana 2019;Havik & Westergard, 2020;Rahayu & Syahrizal 2020;Jayalath: 2021, Yasin, et al 2022. According to Brown (2007) interaction as a cooperative mental, emotional, or intellectual exchange between a teacher and students or between students themselves that has a reciprocal impact on both sides.…”

Section: A Introductionmentioning

confidence: 99%

Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning

Khusna

Mustofa²,

Alka³

et al. 2022

CEJ

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The present study focused on teachers’ perceptions of how teacher talk works in the classroom and some challenges they might encounter during initiating interaction to encourage students. A classroom observation was done to portray the data of the learning process and teachers’ interview was also conducted to discover insights about teacher talk and the challenges encountered in the classroom interaction. Findings demonstrated that the teachers enacted dominant English communication as the input rather than using students’ first language. They felt increasing the use of the target language would be more challenging as it is influenced by some aspects from both teachers and students’ motivation, attitude, and proficiency. In addition, teacher talk is varied in some extents based on the teacher and student factors. The findings also showed that teacher talk mostly occurred in the form of asking questions, giving directions, explaining the lesson, and praising the students. In addition, as the students were considered young learners, it was found that classroom interaction and language choice must be adjustable in order to make communication become more effective. Keywords: teacher talk, perception, challenge, language choice, primary level

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Lecturers’ Politeness Strategies in Efl Classroom With Multicultural Background

Cited by 8 publications

References 9 publications

Face-Saving and Face-Threatening Negotiation by Lecturers: Gender and Teaching Experience Differences

Face-Saving and Face-Threatening Negotiation by Lecturers: Gender and Teaching Experience Differences

Politeness Strategies Used by Lecturers and Students in Thesis Guidance Through Virtual Communications

Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning

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