POLITENESS PRINCIPLES IN CLASSROOM DISCOURSE: A STUDY OF TEACHER-STUDENT INTERACTION
Abstract
This study investigates politeness principles in classroom discourse, focusing on how teachers and students use politeness strategies during interaction. Grounded in pragmatic theory, particularly Brown and Levinson’s politeness strategies and Leech’s politeness maxims, the research adopts a qualitative approach. Data were collected through classroom observations, semi-structured interviews, and audio recordings. Findings reveal that both teachers and students employ various politeness strategies such as indirect requests, positive reinforcement, and inclusive language to maintain a respectful and engaging learning environment. Cultural background and power dynamics significantly influence communication patterns. The study concludes that politeness plays a crucial role in fostering effective teaching and learning.
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