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Politeness Principle
Mohammed Jasim Betti
Department of English , College of Education for Humanities,
University of Thi-Qar
Politeness can at once be understood as a social phenomenon, a means to
achieve good interpersonal relationships, and a norm imposed by social
conventions. So it is phenomenal, instrumental and normative by nature.
In many ways, politeness is universal (Betti and Al-Jubouri, 2009: 8; and
Al-Seady, 1998a: 18).
It can be observed as a henomenon in all cultures; it is resorted to by
speakers of different languages as a means to an end and it is recognized
as a norm in all societies (Betti, 2021b: 9; and Thomas, 1997: 158-166)
Despite its universality the actual manifestations of politeness, the
ways to realize politeness, and the standards of judgment differ in
different cultures (Betti, and Al-Jubouri, 2015c: 70; Igaab, 2010: 13; and
Betti, 1996: 44).
Such differences should be traced back to the origin of the notion of
politeness in different cultures (Huang, 2008: 97; Betti, 2013: 19).
(Igaab, 2010a: 19).
Leech, unlike does not aim at accounting for pragmatic
competence (Betti, 2021c: 7). His approach to linguistic politeness
phenomena forms part of an attempt to set up a model of what he calls
general pragmatics, an account of how language is used in
communication. In addition to general pragmatics, he proposes two
further pragmatic systems (Betti, 2003: 4; and Igaab, 2010b: 156).
(1) Pragmalinguistics, which accounts for the more linguistic end of pragmatics, a particular resource which a given language provides for conveying particular illocutions (Al-Seady, 1995: 77; Betti,
2021e: 91): (Al-Sheikh, 2006a: 88): and
(2) sociopragmatics, which studies the more specific ‘local’ condition of
language use (Betti and Ulaiwi, 2018: 84; and Betti, 2020c: 9). .
Leech’s central model of PP is cost-benefit scale of politeness
related to both the speaker and hearer. Politeness involves Leech claims that the 7 maxims have the same status as Grice’s CP
and they are important to account for the relationship between sense and
force in human conversations (Al-Seady, 2002b: 71; and Betti, 2021f:
75) . There follows the description of each provide an interpretation of
conversational data where the CP alone appears to breakdown (Betti, and
Ghadhab, 2020: 60).
According to Geoffrey Leech, there is a politeness principle with
conversational maxims similar to those formulated by Paul Grice. He lists
six maxims: tact, generosity, approbation, modesty, agreement, and
sympathy (Leech, 1983: 132; Betti, 2002d: 94; and Betti, 2021a: 78).
The first and second form a pair, as do the third and the fourth. These
maxims vary from culture to culture (: what may be considered polite in
one culture may be strange or downright rude in another minimizing the
cost and maximizing the benefit to speaker/hearer (Leech, Ibid: 132; and
Betti, 2015a: 45).
1. The tact maxim
Act Maxims apply to directive and commissive classes of illocutions
made by Searle, which in their propositional content X point to a certain
act to be made correspondingly by the listener or the speaker (Betti,
1990: 91; and Betti, and Yaseen, 2020: 61).
This act can be named A, and can be assessed with respect to what s
supposes to be its rate or advantage to s or h. Accordingly, X 'she will cut
these onions', can be put on a COST-BENEFIT BALANCE, as follows
(Betti, 2020a: 14; and Betti, Igaab & Al-Ghizzi, 2018: 266 ):
I. Cut these onions.
At a certain quite undefined point on the scale, basing on the situation,
the pertinent cost grows advantage to h rather than cost to h; yet in a clear
way, if you maintain the imperative disposition fixed, a common increase
exist in politeness (Jabur,2019: 6-7; and Betti, 2020a: 14).
The extra means of having a politeness scale is to maintain the similar
propositional content X, for example: X 'She will cut these onions', and to
augment the extent of politeness by utilizing a more and more non-direct
type of illocution. Non-direct illocutions incline towards more politeness
(a) for they raise the extent of optionality, & (b) because the further non-
direct an illocution will be, the further reduced and uncertain its power
inclines to be.(Xiujun, 2001: 11; Leech, 1983: 132; Betti, and Igaab,
2015: 25).
2. Answer the phone.
There is a matter pragmatics must elucidate is: For what reason do
certain indirect illocutions work as being impositives, whereas other
illocutions do not?, for instance, the following is an offer instead of being
impositive, it entails that 'sitting down' is to a benefit to h. (Xiujun, 2001:
11; Betti and Igaab, 2016: 51; and Al-Sheikh, 2006b: 61).
3. Won't you sit down?
The tact maxim states: "Minimize the expression of beliefs which
imply cost to other; maximize the expression of beliefs which imply
benefit to other." (Betti, 2002c : 87; and Betti, and Hasan, 2020: 73).
The first part of this maxim fits in with Brown and Levinson's negative
politeness strategy of minimising the imposition, and the second part
reflects the positive politeness strategy of attending to the hearer's
interests, wants, and needs (Leech, 1983: 132; and Betti, Igaab & Al-
Ghizzi, 2018: 261). For example:
4. Could I interrupt you for a second?
5. If I could just clarify this then.
2. The generosity maxim
Leech's generosity maxim states: "Minimize the expression of beliefs that
express or imply benefit to self; maximize the expression of beliefs that
express or imply cost to self." (Leech, 1983: 132; Betti, 2021i: 19; Igaab,
2015b: 25). (Betti, 2021h: 6). Unlike the tact maxim, the maxim of
generosity focuses on the speaker, and says that others should be put first
instead of the self (Leech, Ibid: 33; Betti, 1998: 4; and Betti, and Mahdi,
2020: 98). For example:
6. You relax and let me do the dishes.
You must come and have dinner with us. (Betti, 2021l: 5)
3. The approbation maxim
The approbation maxim states: "Minimize the expression of beliefs which
express dispraise of other; maximize the expression of beliefs which
express approval of other." (Betti, 1990: 93; and Igaab, and Al-
Manhalawey, 2010c: 41).
It is preferred to praise others and if this is impossible, to sidestep the
issue, to give some sort of minimal response (possibly through the use of
euphemisms), or to remain silent (Betti, 2002a: 13; and Betti, 2020d:
13).)
The first part of the maxim avoids disagreement; the second part
intends to make other people feel good by showing solidarity (Watts,
2003: 65-68; and Betti, 2020b: 18). For example:
7. I heard you singing at the karaoke last night. It sounded like you were
enjoying yourself! (Betti, 2021m: 2; and Betti, and Igaab , 2019: 241).
8. Gideon, I know you're a genius would you know how to solve this
math problem here?
4. The modesty maxim
The maxim of modesty is one of the six maxims proposed by Leech
(1983) in his PP (politeness principle) meaning to minimize praise or to
maximize dispraise of self. The modesty maxim states: "Minimize the
expression of praise of self; maximize the expression of dispraise of self."
For example (Leech, 1983: 135; and Betti, 2007: 12):
9. Oh, I'm so stupid I didn't make a note of our lecture! Did you?
5. The agreement maxim
The agreement maxim runs as follows: "Minimize the expression of
disagreement between self and other; maximize the expression of
agreement between self and other." (Betti , 2006: 77): (Igaab, 2010b:
162). It is in line with Brown and Levinson's positive politeness
strategies of "seek agreement" and "avoid disagreement", to which they
attach great importance (Betti, 2013: 5).
However, it is not being claimed that people totally avoid
disagreement. It is simply observed that they are much more direct in
expressing agreement, rather than disagreement (Igaab, 2015a: 145; and
Betti, 2021d: 13). For example:
10. A: I don't want my daughter to do this, I want her to do that.
B: Yes, but ma'am, I thought we resolved this already on your last visit.
6. The sympathy maxim
The sympathy maxim states: "minimize antipathy between self and other;
maximize sympathy between the self and other" (Betti and Igaab, 2018:
31). This includes a small group of speech acts such as congratulation,
commiseration, and expressing condolences all of which is in
accordance with Brown and Levinson's positive politeness strategy of
attending to the hearer's interests, wants, and needs (Igaab, 2010b: 152;
and Betti, and AlFartoosy, 2019: 101; and Betti, 2021n: 2). For example:
11. I am sorry to hear about your father.
(7) Consideration Maxim:
(1) Minimize the hearer’s discomfort/displeasure
(2) Maximize the hearer’s comfort/pleasure
(Leech, 1997; Igaab, 2015: 84; and Betti, 2021o: 2):
Leech also goes further to suggest that there are three scales of delicacy
along which each of the maxims of the PP must operate: cost/benefit,
optionality, and indirectness (Leech, 1983: 1359; and Betti, 2021b: 7).
Scale One: Cost/Benefit Scale concerns the weightiness in which a
speaker has to weight the amount of cost to her/him and the amount of the
benefit his/her utterance will bring the hearer (Al-Seady, 2002a: 10;
Betti, 2020d: 15; and Betti and Hashim, 2018: 286)
Scale Two: Optionality Scale assesses the degree to which the
illocutions performed by the speaker allow the addressee a degree of
choice (Thomas, 1997: 158-166; Betti, and Mahdi, 2021: 53; and Betti,
2021n: 1).
Scale Three: Indirectness Scale measures the amount of work
incurred by the hearer in interpreting the speech acts produced by the
speaker. (Watts, 2003: 68; and Betti, 1990: 81).
Different cultures cause different views of values, which affects the
criteria of politeness and leads to differences in various aspects (Deng,
yanchang & Liu, Runqing, 1989: 170-172; Betti, 2002b: 42; and Igaab
and Al-Bdeary, 2016: 16) like ways to greet each other and farewells,
addressing terms, to praise others, and to express thanks. (Betti, 2002e:
9; and Watts, 2003: 65-68).
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The aim of this research is to learn the impact of the estafet writing technique on student compositional efficiency. Writing is one of the most critical skills students can learn. Yet, for a number of reasons, students often have trouble communicating their teaching. The students face difficulties in writing composition. They have spelling problems, grammar, punctuation, uninterested media, they don't have enough vocabulary to repeat the same phrases, and they make grammatical mistakes as well. Estafet Writing is one of the active learning techniques and also a creative learning model where one of the students starts writing, which is continued again one after the other. This is one of the easy-to-learn approaches that can teach composition writing effectively. To achieve the study objective, two parts of Al Noor Preparatory School for Boys (the research sample) were randomly selected to represent the experimental group (37 students) and control group (39 students). The study population includes the fifth year students in the center of the Baghdad Governorate (2019-2020) for the academic year at the Preparatory School for Boys. The researcher had planned evaluations of the performance to be used as pre-and post-test. A T-test formula for two independent samples is used for analysis of the data obtained. The results of this study show that the performance of students in writing composition is improved, and the students give positive responses after being taught using Estafet Writing Technique.
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Oral interaction is sometimes not articulated by its participants as perfect as they project. The unsuccessful instances of talk in exchange may cause serious communicative breakdowns between the involved partners of the interactive activity. Conversation analysis (CA) is privileged to have a powerful mechanism, which is called repair organization that is exploited in interaction to prevent and fix any variety of troubles in talk. This strategic organization of repair is then operated to capacitate talkers of unavoidable interactive breakdowns of talk. Accordingly, this study aims at observing, describing, analyzing and identifying the trouble sources of repair strategies which exist in the Iraqi university viva discussions in English, and investigating their repair positions and inadequacies. Likewise, it is hypothesized that misunderstanding errors is the most frequent trouble source of repairs in the Iraqi university viva discussions in English, non-repair is the most frequent repair inadequacy, and that the fourth position of repair is the most frequent position type. The procedure adopted to fulfil the aims and to verify the hypotheses include collecting data which consists of four hours and ten minutes of audiotaped oral interactions in the MA and Ph.D. viva discussions, developing a model for repair strategies from various theories in CA, observing and collecting the data by recording audiotaped samples of those interactions in viva discussions as sample of the study, putting the datasets into orthography, calculating and describing by the use of the model, and analyzing the dataset of the study qualitatively and quantitatively. The study concludes that the eclectic model suggested and applied in the study gives a multi-faceted description of the different repair study. It is found that repair sources of trouble include grammar, vocabulary, pronunciation, discourse, factual information, channel, processing, misunderstanding errors, repair of no errors. It also exposes that there are zero occurrence of miss-repair, self-repair and other-repair failures, that pronunciation trouble source of repair results in the highest occurrences and that factual information and repair of no errors are the least frequent trouble sources. The study reveals that non-repair is the most frequent repair inadequacy and same turn repair position is the most frequent one.