POLITENESS MAXIMS IN THE DIGITAL AGE: CHALLENGES AND OPPORTUNITIES IN CLASSROOM COMMUNICATION
Abstract
This study investigates the use of politeness maxims in teacher-student interactions within the classroom context, focusing on how these linguistic strategies influence communication dynamics. Utilizing a qualitative research design, the study analyzes transcripts of classroom dialogues to identify instances of agreement, tact, and sympathy maxims as proposed by Leech (1983). The findings indicate that teachers frequently employ these maxims to facilitate understanding and promote a collaborative learning environment. Specifically, the study highlights the role of agreement maxim in minimizing disagreement, tact maxim in optimizing benefits for students, and sympathy maxim in fostering an empathetic classroom atmosphere. By illustrating the practical application of politeness principles in educational settings, this research underscores the significance of pragmatic competence in enhancing teaching effectiveness and student engagement. The implications of these findings suggest that educators can benefit from integrating politeness strategies into their communication practices to create a more supportive and interactive classroom environment.
Downloads
References
Argyle, M. (1988). Bodily Communication. London: Routledge.
Brown, P., & Levinson, S. C. (1978). Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.
Budiati, Y. (2009). Politeness in Communication: An Overview of Maxims. Journal of Language and Communication Studies.
Business Dictionary. (2015). Verbal Communication. Retrieved from Business Dictionary website.
Gay, L. R. (2006). Educational Research: Competencies for Analysis and Applications. Pearson Education.
Grice, H. P. (1975). Logic and Conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and Semantics, Vol. 3: Speech Acts (pp. 41-58). New York: Academic Press.
Muhsyanur, I. Rumalean. (2024). The influence of positive thinking on language politeness: a case study of iai as’adiyah sengkang students.
Hall, E. T. (1959). The Silent Language. New York: Doubleday.
Henkemans, O. (2017). The Role of Politeness Strategies in Teacher-Student Interaction. International Journal of Educational Research.
Knapp, M. L., & Hall, S. J. (2010). Nonverbal Communication in Human Interaction. Boston: Wadsworth Cengage Learning.
Leech, G. (1983). Principles of Pragmatics. London: Longman.
Mills, S. (2003). Gender and Politeness. Cambridge: Cambridge University Press.
Sari, D. (2014). The Implementation of Politeness Maxims in Classroom Discourse. Journal of Linguistic Studies.
Usami, M. (2006). Politeness in Communication: An Overview of the Theory. Journal of Language and Social Psychology, 25(1), 19-32.
Yulianti, R. (2020). Understanding Teacher Talk: Politeness Strategies in Classroom Interaction. Journal of Education and Learning.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Satriani

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.