Typical Patterning in EFL Teachers' Use of Politeness Strategies in the Classroom: Does Perception of Politeness Make a Difference?

Autor/inn/en	Estaji, Masoomeh; Nejad, Pegah Ghashghaei
Titel	Typical Patterning in EFL Teachers' Use of Politeness Strategies in the Classroom: Does Perception of Politeness Make a Difference?
Quelle	In: Journal of Classroom Interaction, 56 (2021) 1, S.33-55 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	English (Second Language); Second Language Learning; Language Teachers; Teacher Attitudes; Adult Students; Classroom Techniques; Prosocial Behavior; Behavior Patterns; Interaction; Teacher Student Relationship; Nonverbal Communication; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehrerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Ausland
Abstract	This study examined Iranian English as a Foreign Language (EFL) teachers' perceptions and use of politeness strategies in oral classroom discourse. In so doing, 29 EFL teachers were selected, and their classroom conversations with their students were audio-taped and observed. Further, ten teachers were interviewed to provide a deeper insight into the teachers' perceptions of politeness. The research results revealed that Iranian EFL teachers tended to use positive politeness strategies in most of their interactions with their students to soften their voice and give further credit to their ideas, values, attitudes, and belief. These findings can affect various aspects of teachers' classroom interactions and profession. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01