Over-politeness in Persian professional interactions

Izadi, Ahmad

doi:10.1016/j.pragma.2016.06.004

Cited by 29 publications

(19 citation statements)

References 13 publications

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“…One plausible explanation for the distribution of comments in our data could be that the supervisor teachers were compelled to be over-polite to their colleagues. This finding seems to be congruent with that of Izadi (2016) who found that over-polite evaluations constitute professional discourses and Persian cultural practices at times could even conflate with professional practices due to over-politeness. As was the case in the present study, professional discourses are places where individuals face a conflict of professional roles and the wider societal roles.…”

Section: Discussionsupporting

confidence: 85%

“…Following the orientation program, teacher-supervisors were assigned to observe four sessions of their different colleaguesí classes and provide constructive supervisory feedback (CSF) after each session. Afterwards, following Anderson and Radencich (2001), Bowman (2001), Glenn (2006), Izadi (2016), and Murdoch (2000), the teacher-supervisorsí written feedback reports and comments on the checklist were analyzed and categorized in terms of the proportions of compliments, criticisms, and suggestions based on the checklist. Moreover, their overall comments at the end of the checklist was further analyzed by the researchers, and further instances of value-laden comments concerning the three feedback moves were identified and added to their own lists in the checklist.…”

Section: Suggestionsmentioning

confidence: 99%

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Professional Development of EFL Teachers through Rotatory Peer Supervision

Amini

Gholami

2018

Journal of Teacher Education for Sustainability

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Supervision in Iranian private language schools is carried out by one experienced teacher supervisor with too much authority. This paper reports a novel model of supervision, namely rotatory peer-supervision, in which supervision is delegated to English as foreign language (EFL) teachers themselves. In rotatory supervision, experienced teachers take turns observing each other’s classes and those of their less experienced colleagues and providing constructive feedback. In this study, we investigated the possibility of employing teachers as supervisors and analyzed what they focused and what type of supervisory feedback they provided. While observing their peers’ classes on a rotatory basis for 16 sessions, four experienced teachers evaluated their peer’s teaching performance using a researcher-made classroom observation checklist after receiving a sandwich course on providing constructive supervisory feedback. Their evaluative comments were categorized in terms of compliments, criticisms, and suggestions. The findings revealed that the teacher-supervisors offered compliments much more than criticisms and suggestions. Moreover, critical comments were offered using non-accusatory, mitigated, and face-saving language. This study calls for further recognition of rotatory peer supervision as a viable alternative to the practiced models and further research on this under-researched topic.

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Section: Discussionsupporting

confidence: 85%

Section: Suggestionsmentioning

confidence: 99%

Professional Development of EFL Teachers through Rotatory Peer Supervision

Amini

Gholami

2018

Journal of Teacher Education for Sustainability

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“…This position agrees with the view of Valeika and Verikaite (2010) quoted in Laurinaityté (2011: p. 13) that politeness is a means of achieving some goals. In essence, the strategies used in our data are chiefly positive politeness strategies which "are usually employed to claim solidarity" (Scollon and Scollon quoted in Izadi (2013)).…”

Section: Resultsmentioning

confidence: 99%

Politeness in Selected Independence Anniversary Speeches of Nigerian Heads of Government

Adekunle¹

2017

OJML

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The paper analyzes and presents how the phenomenon of linguistic politeness is exhibited in eight selected Independence Day Anniversary Speeches delivered by Nigerian Heads of Government between 1960 and 2011. The speeches were got from both the internet (http://www.dawodu.com.htm) and the national dailies like "The Punch" and "The Guardian" recovered from Archives, University Libraries and Tribune House in Ibadan. Using insights from Leech's Politeness Maxims and Brown and Levinson's theory of "face", it is discovered that either consciously or unconsciously, the speech encoders make use of tact maxim to achieve oneness, intimacy and solidarity with Nigerians but most importantly as a face saving act, Pollyanna maxim to conceal the true extent of an unpalatable event and also to make the decoders feel happy and optimistic, modesty maxim to signify that Nigerian Heads of Government are not arrogant and pompous and equally does not claim that they can achieve anything without the support of Nigerians; and lastly approbation maxim to praise, eulogize and acknowledge some selected people in some cases and all Nigerians in others.

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“…The comparatively under-researched notion of over-politeness can be defined as a type of behaviour which is evaluated as too polite for the context (Izadi, 2016). It is labelled as a negative aspect of interaction (Watts, 2003;Locher, 2004), akin to impoliteness, as both "exceed the boundary between appropriateness and inappropriateness" (Locher, 2004: 90).…”

Section: Research Backgroundmentioning

confidence: 99%