Pragmatics and Politeness in the Second Language Classroom

Authors

Robb Armstrong

Publication Date

1995-12-01

Abstract

This article examines the notions of "negative" and "positive politeness" and "face" as they relate to the second language classroom. The thesis is that an analysis of these pragmatic aspects of language usage will broaden understanding of the nature of interactions between teachers and students, and will provide insights that may help the teacher with various aspects of classroom methodology. The writer uses Brown and Levinson's Politeness: Some Universals in Language Usage as a basis for a sample analysis of a class taught at Concordia University in Montreal (in-campus mini teaching), to adult refugees mostly at the beginner level. Three areas of classroom practice are examined: presentation, giving instructions, and comprehension checks. The writer concludes that his use of politeness strategies reflects white North American cultural norms, but that these strategies do not necessarily improve student language acquisition.

DOI

10.58837/CHULA.PASAA.25.1.4

First Page

33

Last Page

42

Recommended Citation

Armstrong, Robb (1995) "Pragmatics and Politeness in the Second Language Classroom," PASAA: Vol. 25: Iss. 1, Article 4.
DOI: 10.58837/CHULA.PASAA.25.1.4
Available at: https://digital.car.chula.ac.th/pasaa/vol25/iss1/4