The Power of Politeness Strategies in EFL Student-Teacher Interaction: Teacher’s Gender Perspective

Authors

  • Riyan Febriansyah Manokwari

DOI:

https://doi.org/10.15642/ijet2.2021.10.2.125-135

Abstract

The nature of student-teacher interaction is often influenced by the
teachers’ actions and utterances. In fact, student-teacher interaction could be
felt like either threatening or enjoyable. Teachers’ politeness will result in
enjoyable student-teacher interaction. Very few studies about politeness on
the teachers’ gender perspectives have been conducted. Therefore, this study
is aimed to investigate the kinds of politeness strategies used by male and
female teachers in powering EFL classroom, and to elaborate how the power
of politeness strategies run the EFL student-teacher interaction. The
participants are several teachers and students who conduct the English
Intensive Course Program in an undergraduate university. Many students-
teacher interactions using English are found in those course program, since
the courses require the classroom participants to communicate in English.
This research followed qualitative research design and used observation to
collect data. Applying Brown and Levinson’s theory of politeness, the results
show that politeness strategies bring a lively and friendly atmosphere during
the classroom interaction. Specifically for female teachers who mostly use
positive politeness strategy, they build more interaction with the student
rather male teachers. Positive politeness strategy focused on the students’
positive face by expressing the number of utterances that want to be listened
to by the students. It keeps students to have willingness to communicate so
that the student-teacher interaction in EFL classroom can be maximized.

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Published

2021-12-31

How to Cite

Febriansyah, R. (2021) “The Power of Politeness Strategies in EFL Student-Teacher Interaction: Teacher’s Gender Perspective”, IJET (Indonesian Journal of English Teaching), 10(2), pp. 125–135. doi: 10.15642/ijet2.2021.10.2.125-135.

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Articles