Aims of the study
The aims of the study are:
- To study the performance of positive and negative politeness strategies under the pressure of S-H role relationships in the conversational activities of the coursebook Inside
- To provide suggestions for more effective teaching and learning of positive and negative politeness strategies
- To adapt and design some cross-cultural activities to help students avoid misinterpretations and misunderstandings in cross-cultural communication
III Scope of the study
This study examines the positive and negative politeness strategies utilized in the conversational activities of the Inside Out (Pre-Intermediate) coursebook, a resource that has been employed at the author's university for an extended period Additionally, it emphasizes the significance of S-H role relationships in communication While other factors such as purpose, setting, and time availability are acknowledged as important, they fall outside the scope of this research.
Methodology
This study primarily utilizes a quantitative approach while also acknowledging qualitative methods, focusing on the practical aspects of cross-cultural communication Conclusions and considerations are derived mainly from data analysis To support the theoretical framework, data collection and analysis are conducted using specific methodologies to uncover significant findings.
Design of the study
This study includes the following three parts:
Part 1 is the introduction which presents the rationale, aims of the study, scope of the study and methodology
Part 2 is the development that consists of three chapters
Chapter 1 discusses the theoretical background of culture and communication, communicative competence, face and politeness, positive politeness and negative politeness strategies
Chapter 2 examines the effectiveness of politeness strategies used in the conversational activities of Book 2 - Pre-Intermediate, focusing on the frequency and application of both positive and negative politeness strategies within the context of S-H role relationships.
Chapter 3 offers implications for English language teaching and supplementary activities for cross-cultural awareness
Part 3 is the conclusion in which the author summarizes the study, raising limitations and offering suggestions for further research.
Development
Culture encompasses the intricate array of knowledge, folklore, language, rules, rituals, habits, lifestyles, attitudes, beliefs, and customs that unite a specific group of people, shaping their shared identity at a given moment in time.
Culture, as defined by Phillip K Bock, encompasses the beliefs and expectations that shape our behavior and communication, becoming second nature through social learning It creates a sense of familiarity and understanding among individuals within the same cultural group, allowing them to navigate interactions without conscious thought, as they share a common worldview and mutual expectations.
Culture serves as a shared linguistic foundation that facilitates communication among individuals, encompassing elements such as national and religious backgrounds, common language, communicative styles, customs, beliefs, attitudes, and values (Levine & Adelman, cited from Nguyen Quang, 1998:3).
The intricate relationship between communication and culture highlights that cultures are formed through human interaction, where communication serves as the medium for sharing customs, roles, and rituals Rather than intentionally creating culture, individuals naturally produce cultural characteristics through social interactions Essentially, cultures emerge as a by-product of communication, which is essential for preserving and transmitting cultural traits across time and space Thus, culture is both created and learned through communication, while communicative practices are influenced by cultural contexts.
Theoretical Background
Culture and Communication
Culture encompasses the intricate array of knowledge, folklore, language, customs, rituals, habits, lifestyles, attitudes, and beliefs that unite a specific group of people, providing them with a shared identity at a particular moment in time.
Culture, as defined by Phillip K Bock, encompasses the beliefs and expectations that shape our behaviors and interactions, making us feel like strangers when away from home It is a product of social learning that becomes second nature, allowing individuals within the same cultural group to navigate the world with a shared understanding and mutual expectations.
Culture serves as a shared linguistic foundation that facilitates communication among individuals, encompassing elements such as national and religious backgrounds It is shaped by common language, communicative styles, customs, beliefs, attitudes, and values, allowing for effective interaction and understanding within diverse groups.
The intricate relationship between communication and culture reveals that cultures are formed through social interaction, as communication serves as the primary means for sharing customs, roles, and rituals Rather than intentionally creating culture, individuals naturally produce it as a by-product of their interactions within various groups and societies This process highlights that culture is essentially the residue of social communication, essential for preserving and transmitting cultural traits across different times and places Consequently, culture is not only created and learned through communication but also shapes communicative practices in return.
This is true with any culture; communication shapes culture, and culture shapes communication
Hence, learning to communicate in one new language ought to assist with learning a new culture.
Communicative Competence
Hymes proposed that effective communication in a language requires more than just grammatical competence; it necessitates an understanding of how language is utilized within a speech community to achieve specific goals Communicative competence (CC) encompasses the knowledge and skills needed for effective language use, as well as the ability to apply this knowledge in real communication scenarios Hymes identified four key aspects of CC: knowledge of what is possible, feasible, appropriate, and what is actually practiced in communication.
In Saville – Troike‟s opinion, in order to acquire CC, learners needs three components: linguistic knowledge, interactive skills and cultural knowledge
Linguistic knowledge includes verbal factors, nonverbal factors, and stereotypes in specific speech events, possible continuation of variables and the meaning of variables in specific context
Interactive skills encompass an understanding of key contextual features, the selection and interpretation of appropriate forms for specific roles and relationships, adherence to communication norms, and the use of communicative strategies to achieve targeted outcomes.
And cultural knowledge includes social structures, values and attitudes, and acculturalization
Nguyen Quang (1998:13) suggests that linguistic knowledge, interactive skills, and cultural awareness are interconnected components that influence cross-cultural communication These three elements not only overlap but also significantly impact each other, highlighting the importance of understanding cultural context in effective cross-cultural interactions.
When teaching English to speakers of other languages, it is essential to recognize that instruction must extend beyond just sounds, vocabulary, and grammar This comprehensive approach acknowledges the complexities of language acquisition and the diverse backgrounds of learners.
Face and Politeness
In conversations, individuals assess various factors, both consciously and subconsciously, that influence their speech style Goffman (1955) refers to these factors as "face," defining it as the positive social value a person asserts based on how others perceive their actions during interactions.
Brown and Levinson (1987) build upon Goffman’s definition of face to present a universal theory of politeness, emphasizing that face represents the public self-image of individuals during spoken interactions They highlight the importance of maintaining this self-image, which is categorized into two interconnected aspects: positive face, reflecting the desire for approval and acceptance, and negative face, representing the wish for autonomy and freedom from imposition.
Positive face is defined as the self-image individuals aspire to maintain, characterized by the desire for appreciation and approval from others (Brown and Levinson, 1987) This concept reflects the inherent human need to be liked, admired, and valued, encompassing both material and non-material wants Essentially, it highlights the importance of social acceptance, belongingness, and the affirmation that one's desires resonate with those around them (Cutting, 2002).
Brown and Levinson (1987) define negative face as a "basic claim to territories, personal preserves, and right to non-distraction - i.e freedom of action and freedom from imposition"
The negative face reflects a fundamental desire for autonomy, emphasizing the importance of acting freely without interference from others This concept highlights the need for independence and the avoidance of being imposed upon, as articulated by Thomas (1995), Eelen (2001), and Yule (1996).
Participants in conversations generally cooperate due to the mutual vulnerability associated with face However, effective communication requires some level of demand or intrusion on another person's autonomy Certain illocutionary acts can threaten or damage an individual's face, which Brown and Levinson (1987) refer to as potential 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 the importance of choosing between performing a face-threatening act (FTA) on record or off record If the on record strategy is selected, a speaker can either deliver the FTA baldly, without any mitigating actions, or choose to soften the impact through redressive actions A bald delivery is characterized by being direct and unambiguous, while redressive actions help to protect the addressee's face, signaling that no offense is intended This can be accomplished through strategies of positive politeness, which fosters goodwill, or negative politeness, which maintains distance and respect.
Politeness is one of the most important aspects of human communication: human beings can only exist in peace together if certain basic conventions of politeness are observed
Brown and Levinson (1987) present the most comprehensive theory of politeness, which serves as the foundation for this thesis's analysis Their framework suggests that polite language often deviates from the efficient nature of communication, yet it provides the listener with insights into the speaker's seemingly irrational or inefficient behavior.
Positive politeness, as defined by Brown and Levinson (1987), involves actions that acknowledge and support the addressee's positive face, indicating that their desires and needs are valued Conversely, negative politeness focuses on respecting the addressee's negative face by minimizing imposition and allowing them the freedom of choice in their actions.
The off-record strategy allows speakers to evade the responsibility of executing a face-threatening act (FTA) According to Brown and Levinson, politeness strategies are categorized into five superstrategies, with higher numbers indicating greater politeness The concept of "face" refers to the public self-image that individuals strive to maintain, encompassing two interconnected aspects.
(a) negative face: the basic claim to territories, personal preserves, right to non – distraction E.g freedom from imposition
(b) positive face: the positive consistent self – image or “personality”
(crucially including the desire that this self image be appreciated and approved of) claimed by interactants
Figure 1: Circumstances determining choice of strategy (Brown and Levinson,
Nguyen Quang (2001) highly values this chart and offers insights into its universality, particularly regarding the sorting of members two and three in relation to positive and negative politeness He presents a proposed figure to illustrate his observations.
Figure 2: Strategies to minimize risk of losing face (Nguyen Quang, 2001)
Politeness strategies play a crucial role in effective communication, enabling speakers to achieve success in both intracultural and cross-cultural interactions This article emphasizes the significance of appropriately employing positive and negative politeness strategies, which are central to the research discussed.
4 Do not do the FTA
Positive Politeness
Positive politeness, as defined by Brown & Levinson (1987), involves addressing the addressee's face and acknowledging their desires as valuable This approach expands the concept of redress to encompass a broader appreciation of others' wants and emphasizes the expression of shared interests and similarities between individuals.
Positive politeness refers to communicative acts, both verbal and non-verbal, that are intentionally designed to demonstrate the speaker's concern for the listener, thereby fostering a sense of solidarity between them (2003).
Politeness strategies, as defined by Brown and Levinson (1987), aim to preserve the "positive face" of the hearer Nguyen Quang (2004) notes that Vietnamese individuals often prefer to demonstrate their concern for others' issues and their readiness to offer assistance He proposes seventeen positive politeness strategies, with the first fifteen derived from Brown and Levinson's original work This section will illustrate these strategies with personal examples.
Strategy 1: Notice, attend to hearer's interest, wants, needs, and goods, etc
This generally means that a speaker should pay attention to a listener‟s noticeable changes, remarkable possessions, and other things that a listener wants a speaker to notice and approve of
E.g.: What a green thumb! When did you plant this tree?
Strategy 2: Exaggerate interest, approval, and sympathy with hearer
This strategy often occurs with many aspects of prosodies, identifying modifiers and exaggerated intonation, stress, and usually occurs with such adjectives as “marvelous”,
“incredible”, “devastating”, “fantastic”, “extraordinary” and with such adverbs (plus adjectives) as “really”, “absolutely”, “exactly”, “truly”
E.g What a marvelous voice you have!
Strategy 3: Intensify interest to hearer
Speakers wants hearers to share some interest with them This strategy seems to be a good way of communicating
E.g You‟ll never guess what Tom told me last night
Strategy 4: Use in - group identity marker
Addressing individuals with second-person plural pronouns or affectionate terms like honey, darling, babe, mom, dad, brother, sister, aunt, and sweetheart helps to soften face-threatening acts (FTAs) These forms of address can manifest in questions, requests, or imperatives, creating a more gentle and approachable tone in communication.
E.g -– How are you doing today, mate?
Another way that helps a speaker claim the common ground with a hearer is to seek agreement between speaker and hearer
E.g I agree Right Hoang Anh Gia Lai played very well last night, didn‟t they?
There are different ways to avoid disagreement between speaker and hearer while communicating, i.e., using token agreement, pseudo-agreement, white lies, and hedging opinion
E.g Well, in a way, I suppose you‟re sort of right But look at it like this: … Strategy 7: Presuppose/ Raise/ Assert Common Ground
This strategy effectively employs various techniques such as gossip, small talk, and switches in personal, time, and place contexts It involves avoiding adjustments to reports based on the hearer's perspective and relies on presuppositions regarding the hearer's knowledge, wants, attitudes, and values that align with those of the speaker Additionally, it assumes a certain familiarity in the speaker-hearer relationship A prime example of this strategy in action is the phrase "You know ".
E.g I had a really hard time learning to drive, you know
Using jokes can be an effective communication strategy when employed in appropriate contexts and with familiar audiences This approach is most successful among individuals who share a strong rapport.
E.g.: How about lending me this old heap of junk? (the hearer's new Cadillac)
Strategy 9: Assert or presuppose speaker's knowledge of and concern for hearer's wants
This strategy facilitates effective communication between a speaker and a hearer by highlighting their cooperative relationship By employing phrases like "I know," the speaker encourages the hearer to engage and collaborate, fostering a more interactive dialogue.
This is also a very interesting strategy which makes a hearer feel comfortable
E.g I know you can't bear parties, but this one will really be good - do come!
Speakers aim to demonstrate their willingness to assist listeners in fulfilling their desires or needs by making offers and promises, which naturally arise from this approach Additionally, they seek to convey positive intentions that align with the listeners' desire for positive recognition and affirmation.
E.g I'll drop by sometime next week Strategy 11: Be optimistic
The speaker aims to demonstrate goodwill by encouraging the hearer to collaborate in fulfilling a shared commitment This involves not only expressing positive intentions but also ensuring that both parties actively participate in completing the necessary actions to achieve this goal.
E.g I've come to borrow a cup of flour
Strategy 12: Include both speaker and hearer in the activity
Utilizing inclusive language such as "we," "us," and "let's" during communication fosters a sense of collaboration between the speaker and the listener This approach not only emphasizes cooperation but also encourages the listener to actively participate in the shared task or goal.
Strategy 13: Give (or ask for reasons)
In Britain, it's customary and polite to give or ask for reasons in conversations, often using phrases like "why not," "why don't," and "why shouldn't." For instance, one might say, "Why don't we go camping?" to suggest an idea while inviting discussion.
Strategy 14: Assume or assert reciprocity
Giving evidence of reciprocal rights or obligations between the speaker and the hearer may claim the existence of cooperation between the speaker and the hearer
E.g Mom, if you help me with my math homework, I will clean our house after class tomorrow
Strategy 15: Give gifts to hearer (goods, sympathy, understanding, cooperation)
Gifts here are not only material gifts, but also are spiritual gifts
E.g I've just been out shopping Here's a hot dog for you, Sarah Like it?
By using strategy 16, the speaker implicitly praises the hearer (as if you can do this) tries to avert the hearer's fear, makes hearers concentrate on positive factors, possibilities
E.g.: Don't worry Everything will be OK
In many Eastern cultures, private expression is often viewed as a hallmark of mutual trust, with individuals sharing personal secrets only with those they deeply trust By encouraging others to answer personal questions, speakers can foster a sense of trust and connection with their audience.
Negative politeness
According to Brown & Levinson (1987:129), negative politeness refers to
Redressive actions aimed at the addressee's negative face focus on respecting their desire for unimpeded freedom and attention Nguyen Quang (2003) aligns with Brown and Levinson's definition of negative politeness, highlighting the importance of acknowledging and addressing the addressee's need for autonomy in communication.
Negative politeness refers to communicative acts, both verbal and non-verbal, that are deliberately designed to respect the addressee's privacy This approach helps to maintain a sense of distance between the speaker and the listener, ensuring that interactions are considerate and non-intrusive.
It is believed that there are eleven negative politeness strategies to avoid the FTAs
When encountering opposing tensions, speakers often employ strategies that facilitate compromise through conventional indirectness This approach includes the use of contextually clear phrases and sentences, such as "can you" or "could you," which help convey meaning without ambiguity.
“what on earth”, “whatever you do”, “what the hell” “why for God’s sake?”
E.g.: Could you tell me the time, please?
Employing questions and hedges can create a less threatening and more polite atmosphere for the listener This approach stems from the desire to avoid presumption and imposition on the hearer Hedges, which may include particles, words, or phrases like "sort of," serve to modify the intensity of a statement, thereby softening the communication.
“kind of”, “rather”, “quite”, “technically”, “think”
This strategy effectively addresses a hearer's negative face by clearly expressing doubts about the appropriateness of the speaker's speech act It can be implemented through indirect requests that assert favorable conditions, such as phrases like "Couldn't possibly" or "by any chance." Additionally, using subjunctive forms like "Could you please ?" further enhances the politeness and indirectness of the request.
E.g.: Could you jump over that five foot fence?
The speaker employs a subtle communication strategy to avoid imposing on the hearer, conveying that there is minimal pressure regardless of the hearer's ability to assist This approach often involves phrases like “I wonder if…”, “I just want to ask you if…”, “I am well aware of the trouble when…”, and “I know”, which help create a sense of ease and understanding in the conversation.
E.g I just want to ask you if I can borrow your paper
In communication, a speaker may adopt a strategy of deference to either humble themselves or elevate the status of the listener, particularly when there is a social hierarchy at play This dynamic often occurs when the speaker holds a lower social status than the audience, who is perceived as superior Expressions such as "excuse me," "sir," and "sorry to bother you but " exemplify this approach, demonstrating respect and acknowledgment of the listener's higher position.
“please accept my apology”, “sir….”, “I must be excused”, “Miss ”
E.g Excuse me, sir, but would you mind if I closed the window?
To mitigate potential offense, speakers employ a strategy that acknowledges the hearer's negative face, demonstrating reluctance and regret through phrases such as "I wouldn't normally ask you but " or "I don't want to put you in any sort of trouble but " This approach often involves hesitation and humbleness, as seen in expressions like "I am sure that you don't like it but " or "I hope this doesn't bother you too much", which help to partially redress the speaker's action and show consideration for the hearer's feelings.
Strategy 7: Impersonalize speaker and hearer
This strategy emphasizes a non-imposing communication style by avoiding personal pronouns such as "I" and "you." It employs performative and impersonal verbs to convey messages more neutrally, fostering a sense of inclusivity and reducing pressure on the listener.
E.g It's important that you finish the work on time
Strategy 8: State the FTA as a general rule E.g.: - Passengers will please refrain from flushing toilets on the train
In English, increased noun usage often correlates with greater politeness, leading speakers to favor nouns in their communication Consequently, nominalizing subjects results in more formal sentence structures.
E.g: Your good performance on the examinations impressed us favorably
Strategy 10: Go on record as incurring a debt or as not indebting a hearer
The speaker wants to show his/her redress to the hearer by claiming his/her indebtness to the hearer by means of the following expressions:
- I would be grateful to you…
- I would be greatly indebted to you
- I could easily do it for you
- This wouldn't cause me any trouble
Strategy 11 - Avoid asking personal questions E.g.: It is cold, isn't it?
Understanding positive and negative politeness strategies is crucial for effective cross-cultural communication In the following chapter, the author will analyze these strategies through the conversational activities in the "Inside Out" pre-intermediate course book, helping learners minimize misunderstandings in their daily cross-cultural interactions.
Positive and negative politeness strategies found in the conversational
Frequency of positive, negative and mixed politeness strategies used in “Inside Out” (Pre-intermediate)
POSITIVE AND NEGATIVE POLITENESS STRATEGIES
OF THE COURSEBOOK “INSIDE OUT” (PRE-INTERMEDIATE)
II.1 The overview of politeness strategies in “Inside Out” (Pre-intermediate)
"Inside Out" (Pre-intermediate), authored by Sue Kay, Vaughan Jones, and Philip Kerr, was published by Macmillan in 2002 This English coursebook is specifically designed to enhance real-life communicative skills and self-expression for adults and young adults It offers a dynamic and enjoyable learning experience, focusing on structured grammar and vocabulary work, along with planned speaking tasks and engaging writing and listening exercises The course effectively presents key grammar and language functions, allowing for clear practice through anecdotal activities and personalizations.
Politeness is perceived differently across cultures, with behaviors deemed polite in one region potentially viewed as impolite in another This study explores the politeness strategies employed by native English speakers, analyzing their frequency and effectiveness The author refrains from making value judgments on these behaviors and instead aims to provide practical tips for effectively utilizing politeness strategies in English communication.
In the second part of this chapter, the author focuses on analyzing the frequencies of positive, negative and mixed politeness strategies used in “Inside Out” (Pre-intermediate)
II.2 The frequency of positive, negative and mixed politeness strategies used in
“Inside Out” (Pre-intermediate) II.2.1 Sampling process
The data collection process involves three key steps Initially, all utterances from conversations in each unit, particularly in listening tasks, are gathered Next, a collaboration with Vietnamese English teachers and native speakers is undertaken to evaluate context-specific S&H role relationships, identifying the most "natural" utterances, resulting in a selection of 133 Finally, the necessary statistics for the study are calculated and organized into seven categories for further presentation.
II.2.2 Balance of positive, negative and mixed politeness strategies
Positive politeness strategies Negative politeness strategies
Table 1: The statistics of positive, negative and mixed politeness strategies
The statistics are converted into Pie - Chart 1 as follows:
Positive politeness strategies Negative politeness strategies mixed politeness strategies
Pie-Chart 1 The frequency of positive, negative and mixed politeness strategies
The analysis reveals a significant prevalence of positive politeness strategies compared to negative and mixed strategies in the "Inside Out" (Pre-intermediate) material This indicates a tendency among Americans in these interactions to favor positive politeness, viewing it as more suitable for the studied S-H role relationships Nguyen's observations further support this finding, highlighting the importance of positive politeness in communication dynamics.
According to Quang (2002), Vietnamese individuals generally prefer positive politeness in their social and familial interactions, aiming to express concern for others and reduce the distance between speaker and listener Recognizing this tendency is essential for students to gain confidence in Vietnamese-American cross-cultural communication.
II.2.3 Analysis of positive politeness strategies
Based on 17 positive politeness strategies, the utterances in the conversations are grouped into 17 categories Following are the positive politeness strategies performed in the selected conversations:
4 Use in - group identity markers 26 22.41
9 Assert S's knowledge and concern for H's wants 1 0.86
12 Include both S & H in the activity 5 4.31
13 Give or ask for reasons 2 1.72
The statistics are converted in Chart 1 as follows: Table 2: The statistics of positive politeness strategies
PPS1 PPS2 PPS3 PPS4 PPS5 PPS6 PPS7 PPS8 PPS9 PPS10 PPS11 PPS12 PPS13 PPS14 PPS15 PPS16 PPS17
Chart 1 The frequency of positive politeness strategies
The chart indicates that strategies 1, 8, 9, 14, and 17 are the least utilized, each occurring at a rate of 0.86 In contrast, strategies 3, 4, 5, and 7 are the most frequently employed, suggesting that Americans are more comfortable using these particular strategies.
- Did you see Mrs Jones from number 1? She looks very upset this morning
This strategy encourages S to engage H by sharing mutual interests, effectively capturing H's attention and deepening their interest.
Strategy 4, which utilizes in-group identity markers, is the most favored approach, achieving a notable preference rate of 22.41% This strategy is particularly effective in conveying a sense of in-group membership.
- Kent, how long have you been interested in crop circles? (Unit 18)
The use of the names "Pauline" and "Kent" indicates a strong familiarity between S and H, while the term "Mum" signifies a deep and intimate bond between them.
It is worthy of note that, in the conversations under study, people rarely use strategies 1,8,9,14,17 It might be the case that:
Strategy 1, “Notice, attend to H”, seems too much for the expression of concern to others and this may make H feel intruded
Strategy 8, known as "joke," is seldom observed in negotiations, as the context typically doesn't lend itself to humor However, there is one notable example of this strategy being effectively utilized.
- Excellent And what about girls? (Unit 8)
Strategies 9 (Assert S's knowledge and concern for H's wants), 14 (Assume or assert reciprocity) and 17 (Ask personal questions) seem to make S feel less confident because they are used only in some situations
II.2.4 Analysis of negative politeness strategies
The followings are eleven negative politeness strategies to avoid the FTAs
7 Impersonalize S &H, avoid the pronoun I, you 1 1.37
8 State the FTA as the general rule 0 0
10 Go on record as incurring a debt, or as not indebting H 2 2.74
Table 3: The statistics of negative politeness strategies
The statistics are converted into Chart 2 as follows:
NPS1 NPS2 NPS3 NPS4 NPS5 NPS6 NPS7 NPS8 NPS9 NPS10 NPS11
Chart 2 The frequency of negative politeness strategies
Among 11 negative politeness strategies, strategy 2 is used most with a very high rate (52,05%) Strategy 1,3,5,6,10 are in limited use Whereas, no one uses strategy 8, strategy 9 and strategy 11
Let us have a look at some examples of strategy 2(Questions, hedge)
- Do you think you‟ve learnt anything from your experience in Ozone? (Unit 8)
- Excuse me! Yes, you What are you doing here? (Unit 10)
- Um, to be honest, I‟m completely knackered! (Unit 13)
- Oh, yes I think he‟s the most wonderful person in the world and I know absolutely everything about him (Unit 4)
Speakers often use phrases like "Do you think ," "Excuse me!," and "Um, to be honest" to minimize imposition on their listeners, indicating hesitation and a desire to avoid causing any discomfort These expressions reflect an effort to preserve the listener's dignity while sharing thoughts For instance, the phrase "I think" signals that the speaker is presenting a personal opinion, inviting agreement or disagreement without pressure.
Using phrases like "I just want to share my idea" and "Oh, yes" can suggest agreement and create a more tentative tone, making it easier for listeners to accept subsequent statements This approach acts as a "sweetener," enhancing communication Consequently, the "Questions, hedge" strategy proves effective in fostering a comfortable environment for dialogue.
Next, we will see the reason why strategy 8 (State the FTA as the general rule), strategy 9 (Nominalize) and strategy 11 (Avoid asking personal questions) are not mentioned
Let us take strategy 8 (State the FTA as the general rule) as an example
- Patients please wear uniforms at the time of the treatment
In daily conversations, stating the FTA (Face Threatening Act) as the general rule is viewed as formal and can create distance between the speaker and the listener This approach is primarily utilized in specific contexts for the purposes of informing or warning.
One more example is strategy 9 (Nominalize)
- Shall we have a talk about your study at school now?
In communication, using more nouns typically enhances politeness in sentences However, in everyday conversations, we often prioritize brevity, leading us to simplify phrases For instance, instead of a longer, more formal request, we might simply say, "Shall we talk about your study at school now?"
In everyday conversation, people often prefer to say, “Let’s discuss the contract of lease,” instead of the more formal, “Let us have a discussion about the contract of lease.” This simpler phrasing feels more natural and relatable.
Positive and negative politeness strategies and S-H relationships
Effective communication hinges on the S-H relationship, which significantly influences the selection of politeness strategies Individuals carefully consider factors such as roles, age, social status, power dynamics, strengths, and weaknesses to determine the most appropriate and effective strategies for maintaining politeness.
This study categorizes role relationships into three main types: close proximity, medium proximity, and long range Close proximity includes relationships such as parents and children, siblings, and spouses Medium proximity encompasses connections between colleagues, neighbors, and friends Long range relationships involve interactions like presenter and caller, interviewer and interviewee, receptionist and customer, employee and employer, and assistant and customer.
Here, we are going to have a look at the positive and negative politeness strategies and the S-H relationships used in “Inside Out” (Pre-intermediate)
II.3.1 Positive politeness strategies and the S-H relationships
9 Assert S's knowledge and concern for H's wants
12 Include both S & H in the activity
13 Give or ask for reasons 0 0 1 2.86 1 1.61
Table 4 The statistics of positive politeness strategies based on the S-H relationships
Table 5 The statistics of negative politeness strategies based on the S-H relationships
Close proximity Medium proximity Long range communications
Pie Chart 2 The frequency of positive politeness strategies in terms of the relationships between the participants
The pie-chart 2 shows that in the book, in using positive politeness strategies, the long range communications occurs most (47.54%) Whereas, the appearance of close proximity happens least (16,38%)
Individuals in close relationships, such as parents and children or siblings, predominantly employ strategy 4 (Utilizing in-group identity) at a rate of 42.11% They occasionally utilize strategy 10 (Offering promises), while a total of 10 strategies (1, 6, 8, 9, 11, 12, 13, 14, 15, 17) remain unused Additionally, strategies 3, 7, and 16 are each employed at a rate of 10.53%.
Medium proximity relationships, such as those between colleagues, neighbors, and friends, employ a wider range of strategies compared to close proximity interactions In total, they utilize thirteen strategies, excluding strategies 1, 7, 8, and 9 Among these, the most favored approach is "Intensify H's interest."
Long-range communications, such as those between presenters and callers, interviewers and interviewees, receptionists and customers, employees and employers, and assistants and customers, yield intriguing results These interactions employ various strategies, notably excluding strategy 14 The most frequently utilized strategy is strategy four, used at a rate of 25.81% Additionally, there is a significant emphasis on strategy three (intensifying the interlocutor's interest), strategy seven (establishing common ground), and strategy five (seeking agreement).
II.3.2 Negative politeness strategies and S-H relationships
Role relationships Negative politeness strategies
7 Impersonalize S & H avoid the pronoun I, you
8 State the FTA as the general rule
10 Go on record as incurring a debt, or as not indebting H
Table 7 Negative politeness strategies and the S-H relationships
Close proximity Medium proximity Long range communications
Pie Chart 3 The frequency of negative politeness strategies based on the S-H relationships
Data analysis reveals that long-range communications account for the majority of negative politeness strategies, comprising 73.86% of utterances In contrast, medium proximity interactions represent only 8.33%, while close proximity communications are notably higher at 17.81%.
Among 11 negative politeness strategies, strategy 2 (question, hedge) is used with highest percentage for all relationships; strategy 4,6,7 are used only once; and strategy 8,9,11 do not appear in the course book
Long-range communicators employ a total of seven strategies, with strategy 2 being the most prevalent at an impressive rate of 52.73% This indicates a strong intention to maintain "distance" in various professional interactions, such as between presenters and callers, interviewers and interviewees, receptionists and customers, employees and employers, as well as assistants and customers They frequently utilize questions and hedges to enhance politeness and reduce perceived threats, fostering a more comfortable communication environment.
- Over in Britain he‟s really well- known, isn‟t that right? (Unit 5)
- I think that she is better looking than me (Unit 17)
- Do you think you could do some shopping on your way over here? (Unit 14)
They are also pessimistic with the trend of using indirect requests using subjunctives like
- Excuse me Would you mind answering a few questions for London south FM? (Unit 15)
- Could you tell me something about the program? (Unit 16)
"Giving deference" is frequently used alongside "Be pessimistic," highlighting the dynamic between individuals of differing social statuses, such as an assistant (S) serving a customer (H) or an employee (S) working under an employer (H) For example, a polite interaction might include phrases like, "Just a minute, sir Here’s your receipt." This illustrates the importance of recognizing social hierarchies in communication.
- Sorry, sir Can I come in, please, sir? (Unit 10)
Medium proximity, which includes people who are “colleague – colleague”,
“neighbor-neighbor” and “friend – friend”, focus only 2 strategies in which strategy 2 is 80% and strategy 6 is 20% This is the relationships between people who know each other for a certain time
- Is that your final decision? I think she is a very interesting choice (Unit 4)
Close proximity use 4 strategies (strategy 1,2,6,10) They do not focus too much on any strategy That they use these strategies leads us to an assumption that S wants to keep
H think that it is H who does favor to S
- I‟m home! Sorry I‟m late, darling I had to work late at the office (Unit 10)
- I know I‟m really sorry but it‟s an important contract (Unit 10)
- Oh, hello, darling How are you? (Unit 14)
The use and acceptance of positive or negative politeness strategies are heavily influenced by the relationship between the speaker (S) and the hearer (H) It is essential for individuals to be aware of the appropriate strategies to employ in various relationships, allowing them to select the most suitable approaches for different situations.
CHAPTER III IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING III.1 Implications for teaching politeness strategies
It is obvious that a communicator cannot be successful without a requisite knowledge of culture in general and culture-specific politeness behavior in particular
In order to assist second language learners to communicate successfully, the author would suggest the following implications:
When teaching English using the "Inside Out" Pre-intermediate course, it is essential for teachers to enhance students' understanding of cross-cultural differences Educators should highlight the appropriateness of positive and negative politeness strategies during various conversational activities, guiding students to recognize their relevance in different cultural contexts.
Teachers should prioritize teaching the functional use of language over its structural aspects This approach addresses the significant issue where, despite extensive study, students often possess knowledge of English but struggle to communicate naturally, politely, and culturally.
Third, the teacher should present appropriate socio-cultural situations to students This proves greatly helpful because students can then realize the enfluence of cultural hiddens in language use
Effective Communicative Language Teaching (CLT) requires real-life experiences to observe, teach, and practice politeness strategies Student and teacher exchange programs with international universities significantly enhance communication skills and cultural awareness At Thai Nguyen University, participants in overseas academic or vocational programs demonstrate heightened sensitivity to cross-cultural differences, leading to a greater willingness to employ politeness strategies in their interactions.
Finally, English clubs should be established Then students can choose cultural topics to discuss and practice by acting out plays…
III.2 Supplementary activities Exercise 1 Greetings
Tick () what you say to greet others in these situations
1 You meet your teacher at the school‟s gate
You greet her with: a Are you going to school? b Good morning, teacher! c Hello What are you doing here? d Hi, how are you?
2 You phone your classmate You say: a Hello, this is An How are you? b Hi, have you had rice? c Hey, what are you doing? d This is An Good evening!
3 On the street, you meet your close friend‟s mother
You greet her with: a Hello, aunt! b Hello Where are you going? c Good morning, how are you? d Hello, aunt Are you going for a walk?
4 You are sitting next to a new comer from
America You begin with: a Hi, my name is Lan What‟s your name? b Hello, are you a new comer? c Hi, how tall you are! d It‟s hot today, isn‟t it?
5 You are a Hello It is nice to see all of introduced by a friend at her birthday party
Hello everyone, it's an honor to be here with you today I apologize if I seem at a loss for words, but I truly hope you all have a wonderful time.
Tick ( ) what do you say in these situations
N0 Situations Responses Anglopho ne cultures
When conversing with a friend and needing to leave, you might say, "I must go; see you next Sunday," or simply express, "I am going home." Alternatively, you could state, "It's time for me to go, bye," or politely add, "I'm afraid that I have to go home now."
2 Your cousin is going to take part in an exam
Before departing from her house, you encourage her by saying, "Good luck! Try to learn, please! I hope to see you soon Don’t be so nervous; if you pass, I’ll treat you to your favorite dish."
3 You dear friend is going to move to another city
Before he leaves, you say: a Bye, see you again b Don‟t forget me c Have a better life there d Remember to phone me
4 The children say this after class: a See you later, alligator! b Bye, bye! c See you tomorrow d I go, please
5 It is time you leave a party, you say to others: a You stay here I go home b Thank you for your party Bye c I go, you go later! d I have to go, bye!
Circle what you should reply in an Anglophone culture
1 How beautiful your dress is! a Thank you! b Really? It is just an ordinary dress c I made it on my own
2 I bought this bag for $50 I was prepared to pay $100 a That‟s too cheap b You stole it d Really? I can‟t believe
3 I made the curtain on my own a Oh, really, I can‟t believe it b That‟s great c How lovely It looks perfect
B I am tired I couldn‟t sleep last night It was too hot
C …… a That‟s too bad! I think you should take a short nap b Yes, it was really hot c Haven‟t you bought an air conditioner?
Exercise 4 Safe and unsafe topics
Conclusion
Politeness plays a crucial role in social and cross-cultural communication, as a lack of understanding of politeness strategies can result in culture shock and communication breakdowns Recognizing the significance of both positive and negative politeness is essential for effective communication, particularly in the context of S-H role relationships highlighted in the coursebook Inside Out.
(Book 2 - Pre-Intermediate) are highlighted and analyzed
The study reveals that while the book utilizes a range of politeness strategies, it notably excludes negative politeness strategies 8, 9, and 11 It highlights a preference for positive politeness strategies over negative ones, with strategies 3, 4, 5, and 7 being the most favored among the 17 positive options Additionally, from the 11 negative politeness strategies, strategies 1, 2, 3, and 5 are the most commonly employed.
The article presents key implications for English language teaching and learning, derived from a thorough analysis of data and the author's personal experiences, along with insights gained from discussions with fellow English teachers.
Supplementary exercises aimed at enhancing cross-cultural awareness are specifically tailored to help students gain a deeper understanding of the target culture and the nuances of politeness strategies within it.
This study is limited to analyzing only the third book in a three-part series due to time constraints Additionally, the analysis does not account for various communication factors, such as purpose, setting, and time availability, which significantly impact the selection or disregard of politeness strategies.
III Suggestions for further research
Further research will be conducted on “Politeness strategies in the conversations of the coursebook Inside Out – Book I and Book II”
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SUMMARY OF POSITIVE AND NEGATIVE POLITENESS STRATEGIES IN THE COURSE BOOK “INSIDE OUT”
- Oh, yes, I feel lucky to be living in a city that‟s so big and exciting
- Yes, it‟s wonderful I think my city has everything
- Oh, they‟re lovely, but there aren‟t many young people
- As you know, Rosie and David are in separate studios
- Ok, ladies first, so we start with you, Rosie
- Um, it is exactly three years Interviewer-Interviewee 7
- Oh dear, I think it was raining Interviewer-Interviewee 3 2
- Now, David, it‟s your turn Interviewer-Interviewee 4 Unit
- I‟m sure you‟ll love all of them Colleague-Colleague 3
- He‟s massive! Mega- rich, mage talented, massively famous
- Maybe we could get him Colleague-Colleague 2
- Yes, that‟s the idea Colleague-Colleague 7
- I want something more, you know, erm, more, erm, tennis is a bit more interesting than swimming
- … she is lovely, isn‟t she? Colleague-Colleague 7
- Is that your final decision? I think she is a very interesting choice
- Yuh, let‟s go for it Colleague-Colleague 12
- I hear that you‟re mad about Tiger Woods-you‟re his biggest fan
- Is that right? Interviewer-Interviewee 2
- Oh, yes I think he‟s the most wonderful person in the world and I know absolutely everything about him
- Oh, really? How old is he? Interviewer-Interviewee 5
- Oh, how nice Interviewer-Interviewee 5
- I see And can I just ask you one last question?
- Over in Britain he‟s really well- known, isn‟t that right?
- In fact, I‟d say he‟s still more famous for his soccer skills than as an actor
- Not really, no, but Vinnie was much more violent than other soccer player
- Pitt, but he‟s a great character actor
- Ok, Brenda, thanks for that Interviewer-Interviewee 4
- Oh, hello, Mrs Maggs Neighbor- neighbor 4
- Oh dear, what the matter? Neighbor- neighbor 15
- Oh dear, don‟t cry He‟ll come back
- Did you see Mrs Jones from number 1? She looks very upset this morning
- The woman from the post office?
- He looks pleased with himself, doesn‟t he?
- Come along Let‟s go inside, and I‟ll make you a nice cup of tea
- Do you mind going round the shops?
- I don‟t mind going shopping, but on Saturdays I prefer watching football on TV
- Can I help you? Assist-customer 5
- Right What color would you like? Assist-customer 7
- Oh, great Yes, purple suits people with green eyes
- Good, I‟ll take it Assist-customer 16+ 10
- Just a minute, sir Here‟s your receipt
- How would you like to pay, madam?
- Mr Reynolds, can you tell us what is so special about your department store?
- Yes, that‟s right, but isn‟t there something special about the staff- you know-has anybody retired recently?
-Jeez! That‟s amazing Tell me, have you ever fired anybody?
- The young ones work in the office – we‟ve got computers now, you know?
- Really? Has the store changed much over the years?
- Matt, Ozone was a very successful band Why did you decide to leave?
- Yes, but we worked very hard and never went out
- Yes, that‟s true Interviewer-Interviewee 5
- Do you think you‟ve learnt anything from your experience in Ozone?
- I think we‟ve come up with some really good songs
- Excellent And what about girls? Interviewer-Interviewee 17
- Well, you know, it‟s important to get out and meet the fans
I had to work late at the office
- But it‟s eleven o‟clock! And this is the third time this week!
- I know I‟m really sorry but it‟s an important contract
- Sorry, sir Can I come in, please, sir?
- Your bus is always late, Ronnie Employee- employer 4 1
- Why don‟t you catch the earlier one?
- Sir, we sent you the bill on the fist Monday of last month
- You sent it last month? I never received it!
- When are you going to stop? I can‟t stand the smell of your cigarettes in this house
- You know it‟s bad for the children
- I know, I know I‟m going to give up Tomorrow Next week Soon
- I‟ve got some amazing news about Tina and Brian, but you mustn‟t tell
- Of course not You can trust me I always keep a secret
- What‟s going on? Neighbor-neighbor 3
- Well, you know Brigitte from number 9 She said that…
- I‟d love to meet your friends-let‟s make a date now
- No problem-I am sure I can win Friend-friend 11+3
- Yeah, whatever I really don‟t mind.-I‟ll be happy if we go out
- Look, are you sure you‟re Ok because I can stay longer if you want
- Excuse me! Yes, you What are you doing here?
- Excuse me! Can you tell me what you are doing here?
- Hi there! Can you tell me what you‟re doing here?
- Josh, how are you? Interviewer-Interviewee 4
- Um, to be honest, I‟m completely knackered!
- You‟re very white Don‟t you like sunbathing?
- Oh, yes, definitely I reckon this is the best holiday I‟ve ever had
- You couldn‟t lend me some Interviewer-Interviewee 3 money, could you?
- Mum! It‟s me Daughter- mother 4 + 3
- Oh, hello, darling How are you? Daughter- mother 4 + 3
- I can‟t hear you, Mum It is a really bad line
- Sorry dear I said “How are you?” Daughter- mother 4
- Don‟t worry, darling When we‟ve cleaned the house, I‟ll take the children to the park
- Do you think you could do some shopping on your way over here?
- No, problem, darling Daughter- mother 4+16
- I‟ll make a meal your friends will never forget
- I don‟t know what I would do without you
- Could you do one more thing for me?
- Mum- you‟re an angel How‟s Dad?
- Excuse me, madam, would you mind answering a few questions for…?
- Well, could you tell me where you come from?
- Could you tell me how long have you been waiting?
- Since about half past eight, something like that, I supposed
- So, yes, it‟s been a long wait Interviewer-Interviewee 3
- Well, it‟s a long queue Do you know how many people there are in front of you?
-Excuse me Would you mind answering a few questions for London south FM?
- Excuse me? Can you speak a little slowly, please?
- You must be a real tennis fan! Interviewer-Interviewee 3
- Oh, come under the umbrella, dear
- Not very good, I would say Interviewer-Interviewee 2
- Maybe, we‟ll get the last match of the day
- We live in Scotland, you know Interviewer-Interviewee 7
- New Life Centre Can I help you? Receptionist- customer 1
- Yes Could you give me some information about your centre?
- Could you tell me something about the program?
- Well, it‟s a good idea for him to give up smoking
- Four hours! His idea of a walk is going from the front door to his car
- Can you describe your cat? Interviewer-Interviewee 1
- I think that she is better looking than me
18 - Kent, how long have you been interested in crop circles?
- Well, we‟ve very excited about this crop circle
- And you know who made it? Interviewer-Interviewee 3
- I think it could be a message Interviewer-Interviewee 2
- Yes I‟m really sorry Colleague-Colleague 6
- Oh, are you getting a new one? Colleague-Colleague 2
- Why don‟t you get a bus? Colleague-Colleague 13
- Okay, okay, you‟re right! Come on Let‟s get another drink
- Hey, what do you think of my new hair cut?
- Let‟s see who is waiting on the line?
- I‟m sure lots of people sharing your feelings, Mark
- Ok, if I were you I‟d learn a new language
- Seven times, Dave Presenter- caller 4
- Well, Jack, I‟m sure I could help her
- I am pretty sure she‟ll change her mind about just giving money to the children‟s home