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.