polite rituals in teacher-student classroom interactions

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polite rituals in teacher-student classroom interactions contents: introduction chapter i. politeness between teacher and student 1.1 rules of etiquette in classroom communication 1.2 patterns of politeness between teacher and student: an academic context study. chapter ii. etiquette in the interaction between the teacher and the student in the classroom 2.1 politeness strategies in teacher-student interactions in the efl classroom 2.2. efl teacher-students' implementation of politeness strategies in classroom interactions conclusion references introduction studies about politeness about english language teaching had been conducted recently on politeness in teacher-student interaction, asserted that politeness is ‘an important aspect of student character building in classroom interaction.' politeness had important roles in maintaining good communication in the class. white states that ‘the form of communication used in the classroom affects the content of the knowledge, which is mutually constructed by the teacher and students.' politeness does promote the mutual understanding and harmonious relationship between teacher …

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study, which focused on face-threatening and face-saving acts. after observing the classes and gathering the data through four classroom observations, it was found that the instructors produced face-threatening utterances less frequently than face-saving utterances. in the case of face-saving acts, they used various strategies to make students feel more comfortable in the classroom. the findings implied that instructors should be aware of using threatening utterances that could negatively affect students’ self-esteem. it also suggested that applying politeness strategies in the classroom could lead to a better relationship between students and instructors. there are many factors that make foreign language learning/teaching a challenging task. to master a foreign language and to achieve successful interaction and communication, language learners must develop communicative competence, linguistic competence, and pragmatic competence (krasner, 1999). because the main purpose of language learning is to communicate and convey meaning, language users/learners have to gain sufficient grammatical and lexical …

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teness so that the teaching process to learn the language may run smoothly and appropriately. for this purpose, a study was conducted on exploring the expressions used by teachers as their rituals to be polite in the classroom. the focus of this paper is on the exploration of the politeness expressions used by teachers as their rituals in the class[footnoteref:3]. [3: brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy. new york: pearson education.] in the above extract of conversation, the teacher (l) used expressions which aimed to show his politeness in the class. the excerpts from recording above were taken at the beginning of the class, and the teacher was about to start the class. the teacher said, “assalamu alaikum” (peace be upon you) to start the lesson, which is a greeting for muslim people. that sort of greeting is commonly used since teachers and …

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ess, in which one of them is by coming on time to the class. during the process, she was asking questions and requesting students to do the activities in the class. in order to be polite, the teacher used the expression “please´ to soften her instruction. the above discussion shows that topics of politeness remain important in every context of situation. the two teachers who had been recorded in the class applied some expressions to be polite as their rituals in order to maintain the good flow of the conversation. this shows that classroom as the setting of communication especially between teachers and students demand polite expressions. one of the important findings above is about the ways of expressing politeness by the students. based on the recording above, teachers used several expressions to be polite as their rituals to start and conduct the teaching process. some of them are the …

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age needs much effort to achieve the success. learning a second language is ‘a long and complex undertaking’. it is suggested that a person learning a language should struggle upon the confines of acquiring ‘new language, new culture, and new way of thinking, feeling, and acting’. therefore, many factors are needed covering ‘the total commitment, total response, and total physical, intellectual, and emotional response’. politeness of teachers as well as students are necessary to maintain good classroom interaction. 1.2 patterns of politeness between teacher and student: an academic context study. in a class environment, teachers’ can have a specific role in encouraging and motivating students. many studies have revealed that classroom teachers facilitate, control, direct, manage, and resource students, while helping them to participate in classroom activities and other relevant tasks. dörnyei and murphey similarly emphasize the crucial role of teacherstudent interaction in classroom achievement. teacher-student interaction is regulated by …

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polite rituals in teacher-student classroom interactions contents: introduction chapter i. politeness between teacher and student 1.1 rules of etiquette in classroom communication 1.2 patterns of politeness between teacher and student: an academic context study. chapter ii. etiquette in the interaction between the teacher and the student in the classroom 2.1 politeness strategies in teacher-student interactions in the efl classroom 2.2. efl teacher-students' implementation of politeness strategies in classroom interactions conclusion references introduction studies about politeness about english language teaching had been conducted recently on politeness in teacher-student interaction, asserted that politeness is ‘an important aspect of student character building in classroom interaction.'...

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