Politeness of Teacher and Student Speech in English Language Learning at the Iraqi academic institutions: Pragmatics Overview

Abstract

This study explores the politeness strategies used by teachers and students in English language learning at academic institutions in Iraq. It focuses on the pragmatic aspects of teacher-student interaction and explores how these strategies uphold social norms and create positive rapport in the English as a Second Language classroom. The research uses a qualitative research design, including classroom observations, interviews, and linguistic analysis of teacher and student speech. The findings reveal the importance of politeness in promoting effective communication and enhancing language learning outcomes. Teachers and students employ various politeness strategies, such as indirectness, mitigation, and positive politeness, to maintain social harmony and mitigate potential threats. These strategies are influenced by cultural norms, societal expectations, individual preferences, and language proficiency levels. Teachers play a crucial role in modeling and guiding students in politeness norms, enabling them to navigate different communicative contexts effectively. The findings have implications for English language teachers and curriculum developers, suggesting that integrating pragmatic instruction can help students develop linguistic competencies and pragmatic awareness, leading to more effective communication in English.