A study of politeness strategies in the conversations of the course book inside out pre intermediate

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THÚY HÒA A STUDY OF POLITENESS STRATEGIES IN THE CONVERSATIONS OF THE COURSE BOOK “INSIDE OUT” (PRE-INTERMEDIATE) Nghiên cứu chiến lược lịch hội thoại giáo trình “Inside Out” (Pre-intermediate) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HA NOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THÚY HÒA A STUDY OF POLITENESS STRATEGIES IN THE CONVERSATIONS OF THE COURSE BOOK “INSIDE OUT” (PRE-INTERMEDIATE) Nghiên cứu chiến lược lịch hội thoại giáo trình “Inside Out” (Pre-intermediate) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISOR: Prof NGUYỄN QUANG, Ph.D HA NOI - 2010 TABLE OF CONTENTS Page: Part Introduction I Rationale II Aims of the study III Scope of the study IV Methodology V Design of the study Part Development Chapter I Theoretical Background I.1 Culture and Communication I.2 Communicative Competence I.3 Face and Politeness I.3.1 Face defined I.3.2 Politeness defined I.4 Positive Politeness 10 I.4.1 Positive Politeness defined 10 I.4.2 Positive Politeness strategies 10 I.5 Negative politeness 14 I.5.1 Negative politeness defined 14 I.5.2 Negative politeness strategies 15 Chapter II Positive and negative politeness strategies found in the conversational activities of the coursebook Inside Out (pre- intermediate) 18 II Overview of politeness strategies in “Inside Out” (Pre-intermediate) 18 II.2 Frequency of positive, negative and mixed politeness strategies used in “Inside Out” (Pre-intermediate) 18 II.2.1 Sampling process 18 II 2.2 Balance of positive, negative and mixed politeness strategies 19 II.2.3 Analysis of positive politeness strategies 20 II.2.4 Analysis of negative politeness strategies ………………………………….23 II.3 Positive and negative politeness strategies and S-H relationships 25 II.3.1 Positive politeness strategies and S-H relationships 26 II.3.2 Negative politeness strategies and S-H relationships 28 Chapter III Implications for English Language Teaching 32 III.1 Implications for teaching politeness strategies 32 III.2 Supplementary activities 33 Part Conclusion 39 I Summary 39 II Limitation 39 III Suggestions for further research 40 References I Appendix III PART I INTRODUCTION I Rationale Linguists and anthropologists have long recognized that the forms and uses of a given language reflect the cultural values of the society in which the language is spoken Linguistic competence alone is not enough for learners of a language to become competent in that language (Krasner, 1999) Language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone Language learners should know that behaviors and intonational patterns that are appropriate to their own speech community may be perceived differently by members of the target speech community Learners have to understand that in order for communication to be successful, language use must be associated with other culturally appropriate behavior Hence, to be successful in communicating in the target language, learners must be aware of their own culture and the culture of the target speech community Especially, they must understand the hidden and very important parts of the target culture including the politeness strategies used in everyday conversations Inside Out is an English coursebook written by Sue Kay, Vaughan Jones and Philip Kerr This coursebook is employed at the Faculty of Information Technology (Thai Nguyen University) where the thesis author works as a teacher of English Fully aware of the benefit of understanding politeness strategies, the author conducts an investigation into the performance of positive and negative politeness strategies in conversational activities of the course book Inside Out (Pre-Intermediate) with the hope of improving the teaching of communicative English II 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 Out (Pre-Intermediate) - 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 focuses on the positive and negative politeness strategies in conversational activities of the coursebook Inside Out (Pre-Intermediate) which, for a long time, has been in use at the author‟s university The study also highlights S-H role relationships Other components of communication (eg., purpose, setting, time availability …), important though they obviously are, are beyond the scope of this study IV Methodology: The major method employed in this study is the quantitative method with due reference to the qualitative method since this study sets priority on the practical aspects of crosscultural communication All considerations and conclusions are largely based on data analysis For the theory to be provided, the data to be collected and analyzed, and the findings to be discovered, the following approaches are resorted to: V - Critical reading of publications - Discussion with supervisor - Discussion with colleagues - Discussion with students Design of the study This study includes the following three parts: Part is the introduction which presents the rationale, aims of the study, scope of the study and methodology Part is the development that consists of three chapters Chapter discusses the theoretical background of culture and communication, communicative competence, face and politeness, positive politeness and negative politeness strategies Chapter analyzes the performance of politeness strategies in the conversational activities of the coursebook (Book - Pre-Intermediate) in terms of the performance and frequency of positive and negative politeness strategies with S-H role relationships in view Chapter offers implications for English language teaching and supplementary activities for cross-cultural awareness Part is the conclusion in which the author summarizes the study, raising limitations and offering suggestions for further research PART DEVELOPMENT CHAPTER I THEORETICAL BACKGROUND I.1 Culture and Communication The term “culture” refers to the complex collection of knowledge, folklore, language, rules, rituals, habits, lifestyles, attitudes, beliefs, and customs that link and give a common identity to a particular group of people at a specific point in time According to Phillip K Bock, culture is regarded “in its broadest sense, as what makes you a stranger when you are away from home It includes all those beliefs and expectations about how people should speak and act, which have become a kind of second nature to one as a result of social learning When you are with members of a group who share your culture, you not have to think about it, for you are all viewing the world in pretty much the same way and you all know, in general terms, what to expect of one another” (cited from Nguyen Thi Tuyet, 2005:3) And “culture enables us to communicate with each other since it is a shared language background (e.g., national, religious) resulting from a common language and communicative style, customs, beliefs, attitudes, values” (Levine & Adelman, cited from Nguyen Quang, 1998:3) The relationship between communication and culture is a very complex and intimate one First, cultures are created through communication; that is, communication is the means of human interaction through which cultural characteristics - whether customs, roles, rules, rituals, laws, or other patterns - are created and shared It is not so much that individuals set out to create a culture when they interact in relationships, groups, organizations, or societies, but rather that cultures are a natural by-product of social interaction In a sense, cultures are the “residue” of social communication Without communication and communicative media, it would be impossible to preserve and pass along cultural characteristics from one place and time to another Culture is created, shaped, transmitted, and learned through communication The reverse is also the case; that is, communicative practices are largely created, shaped, and transmitted by culture 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 I.2 Communicative Competence (CC) Hymes‟s original idea is that speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes CC is the knowledge and skills which enable people to use a language effectively and their ability to actually use this knowledge for communication (Hymes, 1970) Hymes distinguishes four sectors of CC: knowledge of what is possible, feasible, appropriate and actually done 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 include awareness of predominant features in context; choice and interpretation of forms, suitable to specific contexts, roles and relations; norms in communication and interpretation; communicative strategies to gain oriented targets And cultural knowledge includes social structures, values and attitudes, and acculturalization According to Nguyen Quang (1998:13), the components of linguistic knowledge and interactive skills, almost always convey awareness of cultural knowledge Thus, it is assumed that these three factors in CC, particularly in cross-cultural speech, overlap and affect one another That is the reason why “when we teach a language like English to speakers who already know another language, we must be aware that we have to teach more than sounds, words and grammatical structures” (Wardhaugh, cited from Nguyen Thi Tuyet, 2005:5) I.3 Face and politeness I.3.1 Face defined When people are involved in conversations, they individually consider certain variables, whether consciously or sub-consciously, that help them determine the form that their speech will take Goffman (1955) calls these variables “face”, and defines it as “ the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact” (Goffman 1955:213) Brown and Levinson (1987), using Goffman‟s definition of face as a starting point, propose a comprehensive and, according to Brown and Levinson, universal theory of politeness Face is defined as the public self-image that all rational adult members have when engaged in spoken interactions, and it must be constantly adhered to They then divide face into two separate, but related aspects: positive face and negative face Positive face refers to "the positive self-image that people have and want to be appreciated and approved of by at least some people" (Brown and Levinson, 1987 :61) In other words, positive face is seen as the desire that others like, admire, value or approve of one's wants (material or non-material), or the need to be accepted and liked by others, treated as a member of the group, and to know that one's desires are shared by others(Cutting 2002:45) 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, therefore, "is reflected in the desire not to be impeded or put upon, to have the freedom to act as one chooses' (Thomas 1995: 169), 'the wants that one's It is very noisy in the room You want the silence How can you say if the people who make noise are: a b c your classmates? your older brothers/ sisters? some strangers? It is very hot You want to open the window How can you say to: a b c your classmate? a stranger? your mother? You want some pocket money How can you say to: a b c your mother who is always happy to give you some pocket money? your mother who always wants you to save your money? your mother who thinks you are too expensive? You want a hand to get your car to start How can you say to: a b c a neighbor ? a stranger? your dad? You are thirsty You want some fruit juice How can you say to: a b c your mother? your friend? a waiter at a bar? You want to take a seat near a man How can you say to the man if he is: a b c a stranger at the air port? a person at your same age at the bus station? your father at home? PART CONCLUSION I Summary It is clear that politeness is a very important tool with respect to social communication and especially, to cross-cultural communication Lack of awareness and knowledge of politeness strategies in the target culture is most likely to lead to culture shock and communication breakdown Therefore, the importance of politeness (both positive and negative) in communication as well as the performance of its strategies under the pressure of S-H role relationships in the conversational activities of the coursebook Inside Out (Book - Pre-Intermediate) are highlighted and analyzed The study indicates that most positive and negative politeness strategies are employed in this book except for negative politeness strategies 8, and 11 It also reveals that positive politeness strategies are preferred to negative politeness strategies It is found that, out of 17 positive politeness strategies, the most preferred strategies are 3,4,5 and 7; and, out of 11 negative politeness strategies, strategies 1,2,3,5 are most frequently resorted to In addition, implications for English language teaching and learning are offered These implications are largely based on the data analysis as well as the author‟ experience and her discussion with other teachers of English Finally, supplementary exercises for cross-cultural awareness are adapted or designed to provide students with better understanding of the target culture in general and of the performance of politeness strategies in the target culture in particular II Limitation Due to time constraint, the study focuses only on the third book in a series of three books Furthermore, in the data analysis, many aspects of communication, that obviously exercise their influence on the choice or ignorance of politeness strategies (purpose, setting, time availability…) are not taken into consideration 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” REFERENCES Austin, J.L (1962) How to things with words Oxford University Press Brown, P & Levinson, S.C (1987) Politeness: Some Universals in Language Usages Cambridge University Press Brown, G & Yule, G (1983) Discourse Analysis Cambridge University Press Bruner & Richard, J C (1978, 1985) The Context of Language Teaching Cambridge University Press Clark, H.H & Schuk, D H (1980) Polite Responses to Polite Requests Lognition Cottrill, L (1991) Face, Politeness and Directness University of Camberra Ellis, C (1996) Culture Shock-Vietnam Time Edition Pte Ltd Singapore Emmitt, N & Pollock, J (1990) Language and Learning Cambridge University Press Frawlev, W (1992) Linguistic Semantics Lawrence Erlbauin Associates Publishers 10 Gee, J P (1990) An Introduction to Discourse Analysis, Theory and Method London & New York 11 Gies, M.L (1995) Speech Acts and Conversational Interactions Cambridge University Press 12 Hudson, R A (1980) Sociolinguistics Cambridge University Press 13 Leech, G (1983) Principles of Pragmatics London and New York, Longman 14 Longman Group UK (1992) Longman Dictionary of English Language and Culture Longman 15 Lyons, J (1975) Introduction to Theoretical Linguistics Cambridge University Press 16 Nguyen Quang, (1996) Một số phạm trù giao tiếp văn hóa Việt-Mỹ hoạt động giao tiếp Tập san ngoại ngữ số 17 Nguven Quang, (1996) Vài suy nghĩ hình thức xưng hơ ngơn ngữ Nội san Ngoại ngữ số 18 Nguyen Quang, (1998) Trực tiếp gián tiếp dụng học giao văn hóa Việt Mỹ Tập san ngoại ngữ số 19 Nguyen Quang, (1999) Các tương tác trực tiếp, gián tiếp lịch dụng học giao văn hóa Tập san Ngoại ngữ số 20 Nguyen Quang, (2001) Sắc thái quyền lực giao tiếp ngôn ngữ Tập san ngoại ngữ số 21 Nguyen Quang, (2002) Các chiến lược lịch dương tính giao tiếp Tập san Ngoại ngữ số 22 Nguyen Quang, (2002) Giao tiếp giao tiếp giao văn hóa Nhà xuất Đại học Quốc Gia Hà Nội 23 Nguyen Quang (2003) Intracultural and Cross-Cultural Communication CFL-VNU 24 Nguyen Viet Huong, (1996) Thực hành Tiếng Việt Nhà xuất Giáo dục 25 Nguyen Duc Hoat, (1995) Politeness Markers in Vietnamese Request Ph.D Thesis, Monash University-Melbourne, Australia 26 Nguyen Phuong Suu, (1990) A Cross- cultural Study of Greeting and Address Term in English and Vietnamese University of Canberna 27 Nguyen Thi Tuyet, (2005) A study of politeness strategies in the conversational activities of the course book "Lifelines", M A Thesis Unpublished 28 Richards, J (1985) Longman Dictionary of Applied Linguistics Longman Group Ltd 29 Saville-Troike, M (1986) The Ethnography of Communication-An Introduction Basil Backwell 30 Searle, J R (1969) Speech Acts Cambridge University Press 31 Thomas J (1995) Meaning in Interaction: An introduction to Pragmatics Longman, London and New York 32 Valdes, J M (1995) Culture Bound Cambridge University Press Basil Backwell 33 Yule,J.M.(1996).Pragmatics Cambridge University Press 34 Wright, A (1987) How to Communicate Successfully Cambridge University Press APPENDIX SUMMARY OF POSITIVE AND NEGATIVE POLITENESS STRATEGIES IN THE COURSE BOOK “INSIDE OUT” (PRE-INTERMEDIATE) Unit Conversational exchanges I Unit II Relationship between Politeness S&H strategies III PPS NPS IV V Me Unit Place - Oh, yes, I feel lucky to be living in Interviewer-Interviewee a city that‟s so big and exciting - Yes, it‟s wonderful I think my city Interviewer-Interviewee has everything - Oh, they‟re lovely, but there aren‟t Interviewer-Interviewee many young people Unit Couples - As you know, Rosie and David are Interviewer-Interviewee in separate studios - Ok, ladies first, so we start with Interviewer-Interviewee 8+4 you, Rosie Unit - Um, it is exactly three years Interviewer-Interviewee - Oh dear, I think it was raining Interviewer-Interviewee - Now, David, it‟s your turn Interviewer-Interviewee Colleague-Colleague Fit - I‟m sure you‟ll love all of them - He‟s massive! Mega- rich, mage Colleague-Colleague talented, massively famous - Maybe we could get him Colleague-Colleague - Yes, that‟s the idea Colleague-Colleague - I want something more, you know, Colleague-Colleague 6+7 erm, more, erm, tennis is a bit more interesting than swimming - … she is lovely, isn‟t she? Colleague-Colleague - Is that your final decision? I think Colleague-Colleague she is a very interesting choice - Yuh, let‟s go for it Colleague-Colleague 12 - Pauline, congratulations Interviewer-Interviewee 4+1 - I hear that you‟re mad about Tiger Interviewer-Interviewee Woods-you‟re his biggest fan - Is that right? - Interviewer-Interviewee Oh, yes I think he‟s the most Interviewer-Interviewee 2 wonderful person in the world and I know absolutely everything about him - Really? Interviewer-Interviewee - Oh, really? How old is he? Interviewer-Interviewee - Oh, how nice Interviewer-Interviewee - I see And can I just ask you one Interviewer-Interviewee 2+4 last question? - Sure Unit Interviewer-Interviewee - Over in Britain he‟s really well- Interviewer-Interviewee known, isn‟t that right? - In fact, I‟d say he‟s still more Interviewer-Interviewee famous for his soccer skills than as an actor - Not really, no, but Vinnie was Interviewer-Interviewee much more violent than other soccer player - Pitt, but he‟s a great character Interviewer-Interviewee actor - Ok, Brenda, thanks for that Interviewer-Interviewee - Oh, hello, Mrs Maggs Neighbor- neighbor - Oh dear, what the matter? Neighbor- neighbor 15 - Oh dear, don‟t cry He‟ll come Neighbor- neighbor 16 back +15 - Did you see Mrs Jones from Neighbor- neighbor number 1? She looks very upset this morning - The woman from the post office? Neighbor- neighbor 3+5 No! - He looks pleased with himself, Neighbor- neighbor doesn‟t he? Unit - Come along Let‟s go inside, and Neighbor- neighbor 12 + I‟ll make you a nice cup of tea 15 - Do you mind going round the Interviewer-Interviewee shops? - I don‟t mind going shopping, but Interviewer-Interviewee on Saturdays I prefer watching football on TV - Can I help you? Assist-customer - Right What color would you like? Assist-customer - Oh, great Yes, purple suits people Assist-customer with green eyes - Good, I‟ll take it Assist-customer 16+ 10 - Just a minute, sir Here‟s your Assist-customer receipt - How would you like to pay, Assist-customer 3+5 madam? Unit - Mr Reynolds, can you tell us what Interviewer-Interviewee is so special about your department store? - Yes, that‟s right, but isn‟t there Interviewer-Interviewee 2+4 something special about the staffyou know-has anybody retired recently? -Jeez! That‟s amazing Tell me, have Interviewer-Interviewee you ever fired anybody? - The young ones work in the office Interviewer-Interviewee – we‟ve got computers now, you know? - Really? Has the store changed Interviewer-Interviewee much over the years? Unit - Matt, Ozone was a very successful Interviewer-Interviewee 4+3 band Why did you decide to leave? - Yes, but we worked very hard and Interviewer-Interviewee never went out - Yes, that‟s true Interviewer-Interviewee - Do you think you‟ve learnt Interviewer-Interviewee anything from your experience in Ozone? - Matt ,how‟s life? - Really good Interviewer-Interviewee - I think we‟ve come up with some Interviewer-Interviewee really good songs - Excellent And what about girls? Interviewer-Interviewee - Well, you know, it‟s important to Interviewer-Interviewee 17 get out and meet the fans Unit Unit 10 - I‟m home! Sorry I‟m late, darling Husband-wife I had to work late at the office - But it‟s eleven o‟clock! And this is Husband-wife the third time this week! - I know I‟m really sorry but it‟s an Husband-wife important contract - Sorry, sir Can I come in, please, Employee- employer 5+6 sir? - Your bus is always late, Ronnie Employee- employer - Why don‟t you catch the earlier Employee- employer 13 one? - Sir, we sent you the bill on the fist Employee- employer Monday of last month - You sent it last month? I never Employee- employer 2+1 received it! - When are you going to stop? I Husband-wife 2+1 can‟t stand the smell of your cigarettes in this house - You know it‟s bad for the children Husband-wife And for you - I know, I know I‟m going to give Husband-wife 5+10 up Tomorrow Next week Soon - I‟ve got some amazing news about Neighbor-neighbor Tina and Brian, but you mustn‟t tell 3+5 anyone OK? - Of course not You can trust me I Neighbor-neighbor 10 + always keep a secret - What‟s going on? Neighbor-neighbor - Well, you know Brigitte from Neighbor-neighbor 3+7 number She said that… Unit 11 Smile - I‟d love to meet your friends-let‟s Friend-friend 12 make a date now - No problem-I am sure I can win Friend-friend 11+3 - Yeah, whatever I really don‟t Friend-friend 11+1 mind.-I‟ll be happy if we go out - Look, are you sure you‟re Ok Friend-friend 15 because I can stay longer if you want Unit 12 Rebel - Excuse me! Yes, you What are Interviewer-Interviewee you doing here? - Excuse me! Can you tell me what Interviewer-Interviewee you are doing here? - Hi there! Can you tell me what Interviewer-Interviewee you‟re doing here? Unit 13 Dance - Josh, how are you? Interviewer-Interviewee - Um, to be honest, I‟m completely Interviewer-Interviewee knackered! - You‟re very white Don‟t you like Interviewer-Interviewee sunbathing? - Oh, yes, definitely I reckon this is Interviewer-Interviewee 7+ the best holiday I‟ve ever had 11 - You couldn‟t lend me some Interviewer-Interviewee money, could you? Unit 14 Call - 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 Daughter- mother bad line - Sorry dear I said “How are you?” Daughter- mother - Don‟t worry, darling When we‟ve Daughter- mother 16+4 cleaned the house, I‟ll take the +10 children to the park - Do you think you could some Daughter- mother shopping on your way over here? - No, problem, darling Daughter- mother - I‟ll make a meal your friends will Daughter- mother 4+16 10 never forget - I don‟t know what I would Daughter- mother 10 without you - Could you one more thing for Daughter- mother me? - Mum- you‟re an angel How‟s Daughter- mother 4+2 10 Dad? Unit 15 Review - Excuse me, madam, would you Interviewer-Interviewee 5+3 mind answering a few questions +2 for…? - Well, could you tell me where you Interviewer-Interviewee 3+2 come from? - Could you tell me how long have Interviewer-Interviewee you been waiting? - Since about half past eight, Interviewer-Interviewee something like that, I supposed - So, yes, it‟s been a long wait Interviewer-Interviewee - Well, it‟s a long queue Do you Interviewer-Interviewee know how many people there are in front of you? -Excuse me Would you mind Interviewer-Interviewee 5+3 answering a few questions for London south FM? - Excuse me? Can you speak a little Interviewer-Interviewee 1+5 slowly, please? - You must be a real tennis fan! Interviewer-Interviewee - Oh, come under the umbrella, dear Interviewer-Interviewee 4+15 Would you like a strawberry? - Not very good, I would say Interviewer-Interviewee - Maybe, we‟ll get the last match of Interviewer-Interviewee the day - We live in Scotland, you know Unit 16 Interviewer-Interviewee Lifestyle - New Life Centre Can I help you? Receptionist- customer - Yes Could you give me some Receptionist- customer information about your centre? - Could you tell me something about Receptionist- customer the program? - Well, it‟s a good idea for him to Receptionist- customer give up smoking - Four hours! His idea of a walk is Receptionist- customer going from the front door to his car Unit 17 Animals - Can you describe your cat? Interviewer-Interviewee - I think that she is better looking Interviewer-Interviewee than me Unit Weird 18 - Kent, how long have you been Interviewer-Interviewee interested in crop circles? - Well, we‟ve very excited about this Interviewer-Interviewee crop circle Unit 19 - And you know who made it? Interviewer-Interviewee - I think it could be a message Interviewer-Interviewee - Yes I‟m really sorry Colleague-Colleague - Oh, are you getting a new one? Colleague-Colleague - Why don‟t you get a bus? Colleague-Colleague 13 Wheels - Okay, okay, you‟re right! Come Colleague-Colleague 6+4 on Let‟s get another drink +12 - Hey, what you think of my new Colleague-Colleague 1+3 hair cut? - Okay Presenter- caller - Let‟s see who is waiting on the Presenter- caller 12 line? - Ah, yes Presenter- caller - I‟m sure lots of people sharing Presenter- caller your feelings, Mark - Ok, if I were you I‟d learn a new Presenter- caller language - Seven times, Dave Unit 20 Presenter- caller Review - Well, Jack, I‟m sure I could help Presenter- caller 4+ her 10 - I am pretty sure she‟ll change her Presenter- caller mind about just giving money to the children‟s home 2 ... politeness strategies Chapter analyzes the performance of politeness strategies in the conversational activities of the coursebook (Book - Pre- Intermediate) in terms of the performance and frequency of. .. overview of politeness strategies in ? ?Inside Out? ?? (Pre- intermediate) ? ?Inside Out? ?? (Pre- intermediate) was written by Sue Kay, Vaughan Jones and Philip Kerr and published by Macmillan in 2002 ? ?Inside Out? ??... of its strategies under the pressure of S-H role relationships in the conversational activities of the coursebook Inside Out (Book - Pre- Intermediate) are highlighted and analyzed The study indicates