Politeness Principles Used by EFL Teachers in Classroom Interaction during Teaching-Learning Process

IF 2.5 3区社会学 Q2 DEVELOPMENT STUDIES

European Journal of Development Research Pub Date : 2023-05-31 DOI:10.28926/jdr.v7i1.243

Ratna Dewi, Bahrun Amin, N. Qalbi

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Abstract

Politeness is one of the main factors to achieve character education. The teacher should pay attention, show politeness, and consider themselves as part of parents. The purpose is to make some middle school teachers recognize how to criticize appropriately. This research was carried out to identify the types of politeness principles used by the EFL teachers during the classroom interaction, andto find out the effects of politeness principles in the classroom interaction during teaching-learning process. The researcher has chosen English teacher on the seventh and eighth grade at Lab School of UNISMUH Makassar. The researcher joined in the class and recorded the activities when teachers were teaching. The researcher applied descriptive qualitative method to analyze the data, by doing data reduction, data display and conclusion. The researcher used the theory of politeness by Geoffrey Leech (2016) about politeness principle, which consists of six maxims, namely tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. The result of the observation showed that the EFL teachers used five maxims, namely tact maxim, generosity maxim, approbation maxim, agreement maxim, and sympathy maxim.Furthermore, the results of the interviews showed that the principle of politeness could create togetherness between teachers and students, build respect for students, create cooperative interactions between teachers and students, help students to have positive feelings towards lessons, motivate them to participate actively in class and also shapes the character and self-development of students to local culture.

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英语教师在教与学过程中课堂互动中的礼貌原则

礼貌是实现品德教育的主要因素之一。老师应该注意，表现出礼貌，并把自己视为父母的一部分。目的是使一些中学教师认识到如何进行适当的批评。本研究旨在识别英语教师在课堂互动中使用的礼貌原则类型，并探讨礼貌原则在教学过程中课堂互动中的作用。研究者选择了一名七年级和八年级的英语老师。研究者参与到课堂中，并记录下教师在教学时的活动。研究者采用描述性定性的方法对数据进行分析，通过数据还原、数据展示和结论。研究者使用了Geoffrey Leech(2016)关于礼貌原则的礼貌理论，礼貌原则包括六条准则，即机智准则、慷慨准则、认可准则、谦虚准则、同意准则和同情准则。观察结果表明，英语教师使用了机智准则、慷慨准则、赞同准则、同意准则和同情准则这五大准则。此外，访谈结果显示，礼貌原则可以创造师生之间的团结，建立对学生的尊重，创造师生之间的合作互动，帮助学生对课程产生积极的感受，激励他们积极参与课堂，并塑造学生对当地文化的性格和自我发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Development Research DEVELOPMENT STUDIES-

CiteScore

5.70

自引率

4.00%

发文量

期刊介绍： The European Journal of Development Research (EJDR) redefines and modernises what international development is, recognising the many schools of thought on what human development constitutes. It encourages debate between competing approaches to understanding global development and international social development. The journal is multidisciplinary and welcomes papers that are rooted in any mixture of fields including (but not limited to): development studies, international studies, social policy, sociology, politics, economics, anthropology, education, sustainability, business and management. EJDR explicitly links with development studies, being hosted by European Association of Development Institutes (EADI) and its various initiatives. As a double-blind peer-reviewed academic journal, we particularly welcome submissions that improve our conceptual understanding of international development processes, or submissions that propose policy and developmental tools by analysing empirical evidence, whether qualitative, quantitative, mixed methods or anecdotal (data use in the journal ranges broadly from narratives and transcripts, through ethnographic and mixed data, to quantitative and survey data). The research methods used in the journal''s articles make explicit the importance of empirical data and the critical interpretation of findings. Authors can use a mixture of theory and data analysis to expand the possibilities for global development. Submissions must be well-grounded in theory and must also indicate how their findings are relevant to development practitioners in the field and/or policy makers. The journal encourages papers which embody the highest quality standards, and which use an innovative approach. We urge authors who contemplate submitting their work to the EJDR to respond to research already published in this journal, as well as complementary journals and books. We take special efforts to include global voices, and notably voices from the global South. Queries about potential submissions to EJDR can be directed to the Editors. EJDR understands development to be an ongoing process that affects all communities, societies, states and regions: We therefore do not have a geographical bias, but wherever possible prospective authors should seek to highlight how their study has relevance to researchers and practitioners studying development in different environments. Although many of the papers we publish examine the challenges for developing countries, we recognize that there are important lessons to be derived from the experiences of regions in the developed world. The EJDR is print-published 6 times a year, in a mix of regular and special theme issues; accepted papers are published on an ongoing basis online. We accept submissions in English and French.