(Luận văn) phân tích các chiến lược lịch sự được giảng viên và sinh viên sử dụng trong lớp tiếng anh tại khoa ngoại ngữ đại học thái nguyên

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DAM THI QUYNH lu an n va gh tn to AN ANALYSIS ON POLITENESS STRATEGIES USED BY TEACHERS AND STUDENTS IN ENGLISH CLASSES AT SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY p ie (Phân tích chiến lược lịch giảng viên sinh viên sử dụng lớp tiếng Anh khoa Ngoại ngữ - Đại học Thái Nguyên) d oa nl w an lu ll u nf va M.A THESIS oi m z at nh Field: English Linguistics Code: 8220201 z m co l gm @ an Lu n va THAI NGUYEN – 2019 ac th si THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DAM THI QUYNH lu an AN ANALYSIS ON POLITENESS STRATEGIES USED BY TEACHERS AND STUDENTS IN ENGLISH CLASSES AT SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY n va gh tn to p ie (Phân tích chiến lược lịch giảng viên sinh viên sử dụng lớp tiếng Anh khoa Ngoại ngữ - Đại học Thái Nguyên) d oa nl w lu an M.A THESIS ll u nf va (APPLICATION ORIENTATION) oi m z at nh z Field: English Linguistics Code: 8220201 Supervisor: Bui Thi Huong Giang, Ph.D m co l gm @ an Lu n va THAI NGUYEN – 2019 ac th si DECLARATION I hereby declare that this minor thesis entitled “An analysis on politeness strategies used by teachers and students in English classes at School of Foreign Languages, Thai Nguyen University” is my own work and effort has not been submitted anywhere for any purpose In addition, the contributions of my colleagues and students are involved Other sources of information have been used and acknowledged I also certify that any help for my research work, preparation of the thesis itself, sources and literature used for the thesis have been fully and properly cited lu Thai Nguyen, June 2019 an Submitted by, Bui Thi Huong Giang, Ph.D Dam Thi Quynh n va Approved by Supervisor, p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th i si ACKNOWLEDGEMENTS On the completion of the assignment I would like to express my deepest gratitude to a number of people for helping me to make this M.A thesis possible First and foremost, my deepest gratitude goes to Bui Thi Huong Giang, Ph.D., my supervisor, who supported and encouraged me generously throughout this study Without her excellent academic guidance and support, my thesis would not have been completed My appreciation is also extended to a number of staff members of English Department, School of Foreign Languages, especially Dr Le Hong Thang, Ms Tran Trang, M.A Duong Thi Ha and her first year students in English pedagogy lu an class, Ms Nguyen Hong Ha and her first year students in English bachelor class n va No.1 for their support in my collecting data for completing the thesis tn to I also wish to acknowledge my indebtedness to all the lectures provided by all my teachers at School of Foreign Languages, Thai Nguyen University who have gh p ie helped me to fulfill this research My sincere thanks go to my colleagues, friends, especially my family who oa nl w has constantly assisted me in completing the research While I am deeply indebted to all these people for their help to the d ll u nf va found in this work an lu completion of this thesis, I myself remain responsible for any inadequacies that are oi m z at nh z m co l gm @ an Lu n va ac th ii si ABSTRACT This research was conducted to analyze the politeness strategies used by teachers and students in English classes at School of Foreign Languages, Thai Nguyen University The research describes what types of politeness strategy used by teachers and what types of politeness strategy used by students in English classes This research was descriptive qualitative research The subject of the study was two English teachers and forty-six students of two English classes at School of Foreign Languages, Thai Nguyen University To collect the data, researcher did observation by recording video and interview through several steps to analyze the lu an data, namely data reduction, data display, conclusion drawing and verification n va Researcher used Brown & Levinson‟s and Q Nguyen‟s theory of politeness tn to strategies The result of this research showed that there are four main strategies gh p ie employed by the teachers and students in English classes at School of Foreign Languages, Thai Nguyen University They are bald on record, positive politeness, oa nl w negative politeness, and off record strategy, in which, positive politeness strategy dominated the use of politeness strategy by teachers as well as students during d an lu teaching process va Key words: politeness strategy, bald on record, positive politeness, negative ll u nf politeness, off record, teachers, students oi m z at nh z m co l gm @ an Lu n va ac th iii si TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LISTS OF FIGURES, TABLES vii PART I: INTRODUCTION 1 Rationale of the study Objectives of the study Scope of the study lu an Significance of the study n va Design of the study PART II: DEVELOPMENT .4 gh tn to CHAPTER 1: LITERATURE REVIEW Theoretical framework ie p 1.1 Definitions of politeness .4 w 1.2 Approaches to politeness .5 oa nl 1.2.1 Grice‟s approach to politeness d 1.2.2 Lakoff‟s approach to politeness lu an 1.2.3 Leech‟s approach to politeness .6 u nf va 1.2.4 Brown & Levinson‟s approach to politeness 1.2.5 Q Nguyen‟ s approach to politeness .10 ll oi m Previous studies in the scope of politeness strategies 13 z at nh CHAPTER 2: RESEARCH METHODOLOGY 16 Research questions 16 z The research design .16 gm @ Context of the study 16 Data collection instruments 17 l m co Data collection procedure .17 5.1 Observation by video recording 17 an Lu 5.2 Interview .18 Data analysis procedure 18 va n 6.1 Observation by video recording 18 ac th iv si 6.2 Interview .18 6.1 Data reduction .19 6.2 Data display 20 6.3 Conclusion drawing and verification .20 CHAPTER 3: RESEARCH FINDINGS AND DISCUSSION 21 Research findings 21 1.1 Video recording findings 21 1.1.1 The politeness strategies used by teachers during teaching process in English classes .21 1.1.2 The explanation of politeness strategies used by students during learning process in English classes .32 1.2 Interview findings .38 lu an 1.2.1 Interview the teachers 38 n va 1.2.2 Interview the students 39 tn to Discussion .40 PART III: CONCLUSION AND SUGGESTION 43 gh p ie I Conclusion .43 II Limitation of the study 43 nl w III Suggestion 44 oa For the teachers .44 d For the students .45 lu va an For the other researchers .45 REFERENCES 46 u nf ll APPENDICES I oi m APPENDIX 1: INTERVIEW QUESTIONS II z at nh APPENDIX 2: SCRIPT OF CLASSROOM OBSERVATION .III APPENDIX 3: ANALYSIS OF POLITENESS TRATEGIES USED BY z TEACHERS AND STUDENTS XIX @ gm APPENDIX 4: INTEVIEW TRANSCRIPTION OF TEACHERS AND STUDENTS m co l .XXVI an Lu n va ac th v si LIST OF ABBREVIATIONS lu an n va : School of Foreign Languages, Thai Nguyen University CP : Cooperative Principle PP : Positive politeness NP : Negative politeness BOR : Bald on record OR : Off record FTAs : Face Threatening Acts S : Speaker H : Hearer 10 T : Teacher 11 St : Student p ie gh tn to SFL-TNU d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th vi si LISTS OF FIGURES, TABLES Table 1: The frequency of the use of politeness strategy by teacher 23 Table 2: The frequency of the use of politeness strategy by teacher 25 Table 3: The frequency of the use of politeness strategy by teacher in the third conversation 28 Table 4: The frequency of the use of politeness strategy by teacher in the fourth conversation 30 Table 5: Frequency of the use of politeness strategy by teachers in uttering politeness strategies during teaching process 31 lu an Table 6: The frequency of the use of politeness strategy by students in the first n va conversation 33 tn to Table 8: The frequency of the use of politeness strategy by students in the third conversation 35 gh p ie Table 9: The frequency of the use of politeness strategy by students in the fourth conversation 36 oa nl w Table 10: The frequency of the use of politeness strategy by students in uttering politeness strategy during learning process was ongoing 37 d ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th vii si PART I: INTRODUCTION This part is divided into five sections: rationale of the study, objectives of the study, scope of the study, significance of the study and design of the study Rationale of the study Over the last four decades, together with many other aspects of pragmatics, politeness is one of the most popular areas It has been traditionally studied on the basis of ordinary conversation Studies on politeness have been recently conducted worldwide especially in the area of sociolinguistics and anthropolinguistics First illuminated by Brown & Levinson (1987) with the idea of “face-saving view”, politeness issues have been further explored in many different languages and lu an contexts According to Yule (1996), politeness strategies are very important to n va investigate as it is used by people in their social interactions and in the specific tn to contexts, knowing what to say, how to say, when to say, and to be with other people gh p ie Politeness issues not merely attract attentions of scholars in the field of sociolinguistics and anthropolinguistics as explained above Other settings of oa nl w communication, such as education and classroom setting, also highlight the important roles of politeness Maintaining politeness in the class is a good strategy d an lu to reach effective classroom interaction A study by Ayu (2018) on politeness just va focused on lecturer in speaking class but did not specifically explore the potential u nf strategies employed by the students in the class In addition, Murni (2019) had ll explored the English students‟ perspectives on politeness; however, the focus was m oi not on teachers‟ perspectives on politeness It focused only on the English students‟ z at nh perception of how to be polite in the class z In Vietnam, there are some works of Vietnamese scholars and writers on the @ politeness and language such as T G Nguyen (1976), T T H Vu (1997) and Q gm l Nguyen (2003) Politeness studies which explore deeply about the teachers and m co students‟ politeness strategies are still limited, especially politeness strategies used by teachers and students in university an Lu Therefore, a desire to have a further insight into major problem the writer n va develops the research entitled “An analysis on politeness strategies used by ac th si APPENDIX 3: ANALYSIS OF POLITENESS TRATEGIES USED BY TEACHERS AND STUDENTS FIRST OBSERVATION Day, Date : Thursday, May 09, 2019 Time : 14:00 -14:45 PM Class : English pedagogy Code : CD1 lu Classroom Datum activity No an n va OPENING to tn p ie gh T Answer the questions T Please raise your hand Number 3: Why did they buy a T camping van? T Yeah, Could you please? Because they want to travel from St bottom the last part of the South America to Brazil T The bottom? You know? The end St Yes Look at number and answer this T question please T OK, good T To Africa, alright T The next question T The next question, number T Look at the key word in question T Very good T Could you please? Could you please look at the T question in part Could you please talk to your partner and answer the questions? T Just minutes for you and after that could you please share your idea and talk Could you please move your seat? T So you two work together Ah, OK So you think about the bad T side of stop working PP GAFR NP CNVI PP GAFR PP PP SAGR SAGR BOR MINTH PP PP BOR OR BOR PP NP SAGR SAGR MINTH GVCL MINTH SAGR CNVI NP CNVI NP CNVI d oa nl w Utterances Classification Type of Type of politeness politeness strategy BOR MINTH BOR MINTH ll u nf va oi m z at nh z 16 an 10 11 12 13 14 15 lu m co l gm @ 17 PP CNVI SAGR n ac th XIX NP va 19 an Lu 18 si Classroom Datum activity No Utterances lu an St 22 T 23 T 24 T 25 26 T T 27 T 28 St 29 T 30 T 31 T 32 T 33 34 35 36 St T T T n va 20 21 p ie gh tn to d oa nl w PP SHACT PP SAGR PP SAGR PP PP SAGR SAGR PP SAGR PP SAGR PP SHACT PP SAGR PP SAGR PP SHACT PP OR PP PP SAGR GVCL SAGR SHACT va an lu CLOSING Do you think so? Yes Now, let‟s think about the bright side Do you think so? Yes, you all agree that we should not stop working to go travelling Is it right? Yes? Do you think so? Yes? How about this side? What you think? Yes Now, Let‟s think about this question Do you think so? Yeah So they think about the bright side Now, Let‟s listen to people talking about their plan and intention Before listening to the recording, could you please look at Part Yes Ok, one more time Alright That is all for Part Now, let‟s turn to Part Classification Type of Type of politeness politeness strategy PP SAGR PP SAGR SECOND OBSERVATION u nf : Monday, May 13, 2019 Time : 14:00 -14:45 PM Class : English bachelor Code : CD2 ll Day, Date oi m z at nh z PP SHACT PP SAGR n va So today we are going to continue T unit and first of all, look at the picture T When you look at the picture, can an Lu m co Utterances l OPENING gm @ Classroom Datum activity No Classification Type of Type of politeness politeness strategy ac th XX si Classroom Datum activity No Utterances lu an n va St T St T St T T St T T St 14 T 15 T 16 T 17 St p ie gh tn to 10 11 12 13 d oa nl w 18 Classification Type of Type of politeness politeness strategy T PP PP PP PP PP PP PP PP BOR BOR PP SAGR SAGR SAGR SAGR SAGR SAGR SHACT SAGR ORBOR ORBOR SAGR BOR ORBOR OR GVCL PP GAFR PP GAFR PP SAGR PP SHACT PP SHACT PP OFPR BOR ORBOR BOR ORBOR BOR PP ORBOR SAGR CORE T 20 T 21 22 T T 23 T ll u nf 19 va an lu you recall the topic of unit that you learned last time? Seed Seed? So, what is this? Rice In the field? Right Yes Yes You eat it to live Right? So, let‟s think about it Yes OK, now work in pair please Look at your book, page 10 Yes Now work in pair to discuss two questions OK The time is over Could you give me some reasons that food is over on it? I think some reasons that food is over is some places, food is not available So we need transport some food from this place to other to make them available there Good The skill that we are learning today is to identify the purpose task of text and in reading passage when it is underlined in different paragraph We will see that each paragraph will have a purpose and here you are introduced purposes and I want one of you read the theory in the box here So that other members of the class can be aware of purposes here OK I need one of you read And what about reporting data? Now read the passage on the next page Match the paragraph with the correct purpose Understand? Yes oi m z at nh z m co l an Lu n va St gm 25 26 @ 24 ac th XXI si Classroom Datum activity No Classification Type of Type of politeness politeness strategy Utterances 27 lu an n va p ie gh tn to T 29 T 30 31 32 St T T 33 T 34 35 T St 36 T 37 38 39 40 41 42 43 44 45 46 47 T T T St T T T T St T Look at the paragraph Ah, right Look at the paragraph and No No? So, This is not correct Now, look at the paragraph Do you know the word “critic”? Yes or No? Yes You all agree? Now look at: Another way … Now, Let‟s look at close reading activity With the close reading activity, we are going to find out some detail of the close reading Now, open the next page please False? Why is it false? Sit down please True? Why it‟s true? Because in paragraph 3… Alright So, this only piece of information show you that number is true Look at the paragraph 4, second sentence “vertical minimal effect on the environment” Number False PP SHACT PP OFPR PP PP PP PP SAGR SAGR GAFR PP PP SAGR SAGR PP GAFR BOR PP BOR PP PP BOR PP PP PP ORBOR SAGR ORBOR SAGR SAGR ORBOR SAGR SAGR SAGR ORBOR SHACT BOR 48 T PP 49 T u nf va an lu d oa nl w 28 … Now, Let‟s look at all the answers here I‟m going to check the first to the last one Yes Yes Right Yes Why? Why you think that its purpose is reporting data Right? Yes Why you think that? GAFR SHACT BOR PP BOR PP PP MITH GAFR MITH GAFR GAFR PP SAGR BOR ORBOR ll PP oi m OR PP GVCL SAGR n va T St an Lu 57 58 m co T l 56 gm T @ 55 z T St T z at nh 50 51 52 53 54 ac th XXII si Classroom Datum activity No 59 Utterances T Why you choose it is false? Because in paragraph 8, they say: St However group top farming is passive Do you think that it is true of false T here? T What is your opinion? St In my opinion, it is true T OK St False T You all say false Why? T Be silent! Please, to prepare to listen 60 61 62 63 64 65 66 67 Classification Type of Type of politeness politeness strategy PP GAFR PP GAFR NP PP PP PP BOR QSHD OFPR SAGR GAFR ORBOR lu an va THIRD OBSERVATION n p ie gh tn to : Thursday, May 16, 2019 Time : 14:00 -14:45 PM Class : English pedagogy Code : CD3 oa nl w Day, Date OPENING T T T T 10 St T T T St T Utterances va an Classroom Datum activity No lu d Classification Type of Type of politeness politeness strategy u nf Now, let‟s turn to Part 5: Work in pair, not work in group Think about these things Each of you will think about your own festival or celebration and then base on this outline, you should take note the main idea in phrase, not sentence, not full sentence Just take note the main idea in phrases Yes Understand? Why you smile? Don‟t smile Now, tell me Yes Now Let‟s turn to task 01 minute SHACT BOR MINTH PP SAGR BOR MINTH PP PP OR BOR PP PP SAGR GAFR GVHN MINTH SAGR SHACT ll PP oi m z at nh z m co l gm @ CORE an Lu n va ac th XXIII si Classroom Datum activity No Classification Type of Type of politeness politeness strategy Utterances 11 T 12 T 13 T 14 T for you to start We‟re going to listen to the tape and answer the question with “Yes, No or Don‟t know” So, your homework, task 11, you are going to work in pair and then talk to your partner about the celebration You should decide what‟s you are going to talk about You should prepare another kind outline, like: wedding, birthday, etc CLOSING PP SHACT PP SAGR PP ENCOUR PP ENCOUR lu an n va IV FOURTH OBSERVATION p ie gh tn to Day, Date : Friday, May 17, 2019 Time : 09:00 -09:45 AM Class : English bachelor : CD4 oa nl w Code d Classification Type of Type of politeness politeness strategy lu Utterances va an Classroom Datum activity No T T T T St T St T 10 11 St T Now, we are going to learn writing task I want to ask you this question: Have you ever tasted any foreign dishes? Yes or No? However, have you ever hugged or seen any foreign dishes? Yes Ms Tam please Sushi Any other dish you know? Spaghetti Do you know Mango sticky rice in Thailand? Yes Any other dish you know? PP SHACT NP QSHD NP QSHD NP QSHD PP PP NP PP OFPR SAGR QSHD SAGR NP QSHD PP NP SAGR QSHD ll T u nf oi m z at nh z m co l gm @ OPENING an Lu n va ac th XXIV si Classroom Datum activity No 12 13 14 15 16 lu 17 an n va 18 19 tn to 20 gh 21 p ie 22 NP IMPR NP PP QSHD SAGR NP QSHD PP SAGR NP QSHD PP NP PP NP SAGR QSHD SAGR QSHD PP SAGR NP PP NP QSHD SHACT QSHD PP SHACT PP OFPR PP OFPR ll oi m z at nh z m co l gm @ 33 MINTH u nf 32 BOR va 31 MINTH an 28 29 30 BOR lu 27 St Kimbap T One more please St Pho Now look at the picture on the book T Please open the book, page 50 Please read the paragraph and underline any compound sentences joined by “and, but or so” and after T that tell me what content are shown in paragraph be answering question from number to number OK It‟s time for answering the T question T What is the name of dish? St Chung cake What region of the country that the T dish come from? St It‟s from Vietnam At what special celebrations or T events it is eaten? St Tet holiday T Who usually prepare the dish? St My grandmother or mother T What are the key ingredients? Pork, sticky rice, spicy, pepper, salt, St etc T When are they grown or made? St We can buy from market T How should you eat the dish? We use bamboo stick for cutting St and use So, you can use information here to T write a paragraph Now, I will give you 15 minutes T write a paragraph with 100 words d oa nl w 23 24 25 26 Utterances Classification Type of Type of politeness politeness strategy PP SAGR OR GVCL PP SAGR an Lu n va ac th XXV si APPENDIX 4: INTEVIEW TRANSCRIPTION OF TEACHERS AND STUDENTS Interviewer: Researcher (R) Interviewee: Teacher (T1) and students (St) I Interview transcription of teachers Teacher (from English pedagogy class) Day, Date : Time : Participants Conversation lu an va R Good morning, Ms H How are you today? T1 Yeah Hello Ms Q I‟m fine, thanks And you? R I‟m very well Thank you very much n Ms H, I‟m very happy to meet you again Thank you very much for your cooperation to allow me to make video recording of your English class Thank you again for your kindness Today, I would like to ask you some question related to “politeness” In your opinion, what is politeness? You‟re welcome w p ie gh tn to T1 d oa nl R lu I think politeness is the way people behave each other respectfully and considerately Yeah That‟s right It is behavior that is respectful and considerate of other people So, according to you, how to be polite in communication I mean … in what way, people can keep polite? I think … there are many ways, like: listen and be understanding; Avoid negative words - instead use positive words in a negative form; Say the magic word: Sorry (or to interrupt, to apologize, to show you don't understand, to disagree), etc It diffuses tension and it allows you to start a statement more comfortably Yes oi m R ll u nf va an T1 z at nh z m co l gm @ T1 an Lu R n va You know, in linguistic, people often use politeness strategies in communication to keep polite ac th XXVI si Conversation T1 You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: baldon record, positive politeness, negative politeness and on record (indirect) strategy - Baldon record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - Off record (indirect) strategy: Indirect language – Most polite So, to be a teacher and with your experience and knowledge, what politeness strategy you often apply in teaching process? I think … It‟s positive politeness strategy lu Participants an n va p ie gh tn to R w an lu R d oa nl T1 How about other teachers? What politeness strategy you think they will apply in teaching process? Uh … I‟m not sure, but I think they are also like me Because I think that it belongs to culture I think we are in Vietnam with Asian culture … and it is suitable for us to apply … Yeah I also think so Thank you very much for answering my questions u nf va ll Teacher (from English bachelor class) : z at nh Time Participants oi : m Day, Date Conversation Good morning, Ms DH How are you today? T2 Good morning Ms Q I‟m fine, thanks gm @ Ms DH, I‟m very happy to meet you again Thank you very much for your cooperation to allow me to make video recording of your English class Thank you again for your kindness m co l R z R an Lu Yeah It‟s my pleasure R Today, I would like to ask you some question related to n va T2 ac th XXVII si Participants Conversation “politeness” In your opinion, what is politeness? I think politeness is behaving in a way that is socially correct and shows respect for other people‟s feelings Yeah It is behavior that is respectful and considerate of other people So, according to you, how to be polite in communication I mean … in what way, people can keep polite I think … there are many ways, like: You can be polite by offering a proper greeting and showing good manners with words and actions Such as: Smile when greeting someone; Make eye contact if it is culturally appropriate; Say „please‟ and „thank you”; Apologize when you wrong; etc Yes T2 R T2 lu an R n va p ie gh tn to d oa nl w ll u nf va an lu You know, in linguistic, people often use politeness strategies in communication to keep polite You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: baldon record, positive politeness, negative politeness and on record (indirect) strategy - Bald on record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - Off record (indirect) strategy: Indirect language – Most polite So, to be a teacher and with your experience and knowledge, what politeness strategy you often apply in teaching process? In my opinion, ah … It‟s positive politeness strategy oi m z at nh z an Lu R How about other teachers? What politeness strategy you think they will apply in teaching process? Uh … I‟m not sure, but I think they are also like me It‟s positive politeness strategy Yeah I also think so And Thank you very much for answering my questions m co T2 l R gm @ T2 n va ac th XXVIII si II Interview transcription of students The first student (St1) Participants Conversation R St1 Good morning, I‟m Q I‟m very glad to see you today Good morning Ms Q I‟m Vu T P.A Nice to meet you Thank you very much for your kindness to take part in the interview Yeah It‟s my pleasure Today, I would like to ask you some question related to “politeness” In your opinion, what is politeness? I think politeness is the way we behave respectfully Yeah It is behavior that is respectful and considerate of other people So, according to you, how to be polite in communication - Be friendly and helpful - Be tolerant - Pay attention to the S Something like that … Yeah You know, in linguistic, people often use politeness strategies in communication to keep polite You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: baldon record, positive politeness, negative politeness and on record (indirect) strategy - Bald on record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - Off record (indirect) strategy: Indirect language – Most polite So, What politeness strategies you think you or students often use in English class during learning process? In my opinion, ah … It‟s positive politeness strategy Yeah Why you think so? Because, I think … it suitable for class environment Yeah OK, thank you very much for answering my questions R St1 R St1 lu an R n va gh tn to St1 p ie R d oa nl w ll u nf va an lu oi m z at nh z an Lu n va R m co l gm @ St1 R ac th XXIX si The second student (St2) Participants Conversation R St2 Good morning, I‟m Q I‟m very glad to see you today Good morning Ms Q I‟m Duong Y.N Nice to meet you Thank you very much for your kindness to take part in the interview Yeah I‟m glad to see you Today, I would like to ask you some question related to “politeness” In your opinion, what is politeness? Politeness is not rude, and respect the older Yeah It is behavior that is respectful and considerate of other people So, according to you, how to be polite in communication For example: smile when you introduce yourself, sympathy, etc Yeah You know, in linguistic, people often use politeness strategies in communication to keep polite You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: baldon record, positive politeness, negative politeness and on record (indirect) strategy - Bald on record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - Off record (indirect) strategy: Indirect language – Most polite So, What politeness strategies you think you or students often use in English class during learning process? I think, ah … the first and the last one will be used not often as the second and the third In my opinion, positive politeness will be used usually in class Yeah Why you think so? I just guess, according to my thought Yeah OK, thank you very much for answering my questions R St2 R St2 R lu an n va St2 p ie gh tn to R d oa nl w ll u nf va an lu oi m z at nh z an Lu n va R m co R l gm @ St2 ac th XXX si The third student (St3) Participants Conversation R St3 Good morning, I‟m Q I‟m very glad to see you today Good morning Ms Q I‟m Nguyen T.N Nice to meet you Thank you very much for your kindness to take part in the interview Yeah Nice to meet you too Today, I would like to ask you some question related to “politeness” In your opinion, what is politeness? In my opinion, politeness is respectfulness and considerateness So, according to you, how to be polite in communication Such as: when you talk to other people, you should pay attention to him/her, face to face; or help others if they‟re in need Yeah You know, in linguistic, people often use politeness strategies in communication to keep polite You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: bald on record, positive politeness, negative politeness and on record (indirect) strategy - Bald on record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - Off record (indirect) strategy: Indirect language – Most polite So, what you think about the use of politeness strategies in class between the teacher and student? I think, ah … we should use the first and the second one The bald on record and positive politeness Yeah Why you think so? I just guess, according to my thought Yeah OK, thank you very much for answering my questions R St3 R St3 R lu an St3 n va p ie gh tn to R d oa nl w ll u nf va an lu oi m z at nh z m co an Lu R l R gm @ St3 n va ac th XXXI si The fourth student (St4) Participants Conversation R St4 Good morning, I‟m Q I‟m very glad to see you today Hello, Ms Q I‟m Tran T T Nice to meet you Thank you very much for your kindness to take part in the interview Yeah Today, I would like to ask you some question related to “politeness” In your opinion, what is politeness? In my opinion, politeness is the act of showing regard for others So, according to you, how to be polite in communication Such as: when you talk to other people, you should pay attention to him/her, face to face; or help others if they‟re in need Yeah You know, in linguistic, people often use politeness strategies in communication to keep polite You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: bald on record, positive politeness, negative politeness and on record (indirect) strategy - Bald on record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - On record (indirect) strategy: Indirect language – Most polite So, what you think about the use of politeness strategies in class between the teacher and student? I think, ah … The second one: Positive politeness strategy Yeah Why you think so? I just guess it Yeah OK, thank you very much for answering my questions R St4 R St4 R lu an St4 n va p ie gh tn to R d oa nl w ll u nf va an lu oi m z at nh z m co l an Lu R gm @ St4 R n va ac th XXXII si The fifth student (St5) Participants Conversation R St5 Good morning, I‟m Q I‟m very glad to see you today Hello, Ms Q I‟m Nguyen Van T Nice to meet you Thank you very much for your kindness to take part in the interview Yeah Nice to see you again Today, I would like to ask you some question related to “politeness” In your opinion, what is politeness? In my opinion, politeness is … neatly dressed, respect for others, etc So, according to you, how to be polite in communication - Say hello to people – greet people appropriately, gain eye contact and smile naturally - Always use „please‟ and „thank you” - Apologize for your mistakes - Learn to listen attentively - pay attention to others while they speak Yeah You know, in linguistic, people often use politeness strategies in communication to keep polite You know politeness strategies? They are speech acts that express concern for others and minimize threats to self-esteem ("face") in particular social contexts There are four main strategies They are: baldon record, positive politeness, negative politeness and on record (indirect) strategy - Baldon record strategy: Least polite – Most direct - Positive politeness strategy: Need to be liked and appreciated – More direct - Negative politeness strategy: Person‟s right to act freely – More direct - Very polite - On record (indirect) strategy: Indirect language – Most polite So, what you think about the use of politeness strategies in class between the teacher and student? I think, ah … The second both bald on record and positive politeness strategy Yeah OK, thank you very much for answering my questions R St5 R St5 R lu an va n St5 p ie gh tn to R d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ n va R an Lu St5 ac th XXXIII si