Luận văn a study of politeness strategies in the conversations of the course book inside out pre intermediate

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL SELDIES: FACULTY OF POST-GRADUATE STUDIES, NGUYEN THỦY HOA A STUDY OF POLITENESS STRATEGIES IN THE CONVERS

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL SELDIES:

FACULTY OF POST-GRADUATE STUDIES,

NGUYEN THỦY HOA

A STUDY OF POLITENESS STRATEGIES

IN THE CONVERSATIONS

OF TITE COLRSE ROOK “INSIDE OUT”

Nghién cwu các chiến lược lịch sự trong các bài hội thoại

của giáo trình *Insido Out? (Pre-intermediatc)

M.A MINGR TTILESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 1410

HA NOT - 2010

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL SELDIES:

FACULTY OF POST-GRADUATE STUDIES,

NGLYEN THUY HOA

A STUDY OF POLITENI STRATEGIES

IN THE CONVERSATIONS

OF TITE COURSE BOOK “INSIDE OUT”

(PRE-INTERMEDIATE)

Nghién cứu các chiến lược lịch sự trong các bải hội thoại

của giáo trình “Insido Oul” (Pre-intermediatc)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 1410

SUPERVISOR: Prof NGUYEN QUANG, Ph.D

A NOT - 2030

Page:

Chapter II Positive and negative politeness strategies found in the conversational activities of the coursebook Inside Out (pre- interrmediatt) I8

IL 1 Overview of politeness strategies in “Inside Out” (Pre-intermediate) 18

11.2 Frequency of positive, negative and mixed politeness stralegies used in “Inside Out”

Tl 2.2 Balance of positive, negative and mixed politeness strategies 19

11.2.3 Analysis of positive politeness strafegies 2Ô

1I.3 Positive and negative politenes:

trategies and S-H relationships 25

11.3.L Positive polileness strategies and S-IT relationships

11.3.2 Negative politeness stratepies and §-H relationships

Chapter ILL ImpRicatiorts for English Language Teaching

TILL Implications for teaching politeness strategies

IIL2 Supplementary activities

in that language (Krasner, 1999) Language learners nzed to be aware, for example, of the

cultirally appropriate ways to address poople, cxpress gratitude, make requests, and agree

or disagree with someone Language learners should know that behaviors and intonafional patterns that are appropriate to their own speech community may be perceived differently

by members of the target speech communily Learners have to understand that in order for communication to be successful, language use must be associated with other culturally appropriate behavior

Henec, lo be af in commumicating in the target language, learners must be aware of their own culture and the culture of the target speech community Especially, they must understand the hidden and very important parts of the target culture inclnding the politeness strategies used in everyday eemversalions,

Inside Out is an English coursebook written by Sue Kay, Vaughan Jones and Philip Kerr, This courscbook is cmployed at the Favully of Information Tschnology (Thai

Ngnycn University) where the thesis aulhor works as a tcacher of English

Fully aware of the benefit of understandmg politeness strategies, the author conducts an investigation into the performance of positive and negative politeness strategies in conversational activities of the course book Jiside Out (Pre-Intermediate) with the hope of improving the teaching of communicative English

i, Aims of the study

‘The aims of the study are:

Tơ siudy (he performa

ce of pusilive and negative politeness strategies under the

pressure of S-H role relationships in the conversational activities of the coursebook Inside

Out (Pre-Intermediate)

To provide suggeslions for more effective teaching and teaming of positive and

negative politeness strategies

‘To adapt and design some cross-cultural activities to help students avoid

uttural communication

inisinlerpretations and tisunderstandings in ores

HE Scope of the study

This study focuses on the positive and negative politeness strategies in conversational activities of the courscbook Inside Out (Pre-intermediate) which, for a long time, has b:

in use at the author’s university ‘The study also highlights S-H role relationships, Other

components of commumicalion (eg purpase, selling, lime availability .), important

though they obviously are, are beyond the scope of this study

IV — Methodology:

Tha major method cmployed in thịs study is the quantitative molhiod with dus referonce

to the qualitative method since this study sets priority on the practical aspects of eross- cultural communication AL considerations and conclusions are largely based on data

analysis, For the thoory to bo provided, the dala lo be collected and analyzed, and the findings to be discovered, the following approaches are resorted to

- Critical reading of publications

= Discussion willl supervisor

- Discussion with colleagues,

- Discussion with students

i Design of the study

This study includes the following three parts

Part 1 is the introduction which presents the rationale, aims of the study, scops of the study and methodology

Part 2s the development that consisls af three chapters

Chapter 1 discusses the theoretical background of culture and communication, communicative competence, fics and politeness, positive politeness and negative

potiteness strategies

Chapter 2 analyzes the performance of politeness strategies in the conversational activities

of the coursebook (Haak 2 - Pre-Intermediate) in terms of the performance and frequency

of positive and negalive politeness stralegi

s with $-H role relationships in view

Chapter 3 offers implications for English language teaching and supplementary activities

for cross-cullural awareness

Part 3 is the conclusion in which the author surunurizes the study, raising limitations and

offering suggestions for further research,

PART 2 DEVELOPMENT

CHAPTER T THEORETICAL BACKGROEND

11 Culture and Communication

The term “culture” refers io the complex collection of knowledge, folklore, language, rules, rituals, habits, litestyles, attitudes, beliefs, and customs that link and give a common identity to a particular group of people at a specific point in time

According to Phillip K Bock, culture is regarded “in its broadest sense, as what makes you a stranger whan you are away from home It includes ali those beliefs and expectations abont how people should speak and acl, which have become a kind of second nalure lo one as a resull of social learning Wheu you are with members of a group who share your culture, you do not have to think about it, for you are all viewing the world in pretty mmch the same way and you all know, in general terms, what to expect of one another” (cited fiom Neuyen Thi Tayct, 2005:3)

And “culture enables us to communicate with each other since it is a shared language hackground (¢.g national, religious) resulting from a common langaage and communicative style, customs, belietS, attitudes, values” (Levine & Adelman, cited fiom Nguyen Quang, 1998:3)

The relationship between communication and cullure is a very complex and

intimate one First, cultures are created through communication; that is, communication is

the means of human interaction through which cultural characteristics - whether cnstoms, roles, tules, rituals, laws, or other palloms - are ereated and shared, [eis nat so much thal individuals set out to create a culture when they interact in relationships, groups, organizalions, or societies, but rather that cultures are a natural by-product of social interaction In a sense, cultures are the “residue” of social commmication Without communication and communicative media, it would be impossible to prescrve and pass along cultural characteristics fom one place and time to another Culture is created,

shaped, transmiited, and teamed through communication The reverse is also the

is, communicative practices are largely created, shaped, and transmitted by culture

This is tras wilh any culture, communication shapes culture, and culture shapes

a

omplish their purposes CC is the knowledge and skills which enable people to use a language etiectively and their ability to actually use this knowledge for communication

(Hymes, 1970) Hymes distinguishes four sectors of CC: knowledge of what is possible,

feasible, appropriate and actually done

In Saville — Troike’s opinion, in order to acquire CC, Ieamers needs three components: linguistic knowledge, interactive skills and cultural knowledge

Linguistic knowledge includes verbal factors, nonverbal faclors, and stercatypes in specific speech events, possible continuation of variables and the meaning of variables in

communication and interpretation, communicative strategies to gain oriented targets

And cultural knowledge includes social structures, values and attitudes, and

acculturalization

According to Nguyen Quang (1998:13), the components of linguistic knowledge and intcractive skills, almost always convey awareness of cultural knowledge Thus, it is assumed that these three factors in CC, particularly in cross-cultural speech, overlap and

affect ona another.

Thal is the reason why “When we teach a language like English lo speakers who alrsady know another language, we must be aware that we have to teach more than sounds,

words and grammatical structures” (Wardhaugh, cited from Nguyen Thi Tuyet, 2005:5) L3 Face and politeness

1.3.1 Face defined

When people are involved in conversations, they individually consider certain variables, whether consciously or sub-consciously, that help thom determine the form that their speech will take, Gofiiman (1955) calls these variables “face”, and defines it as “ the posilive social value a person effectively claims for himself by the fine others assume he has taken during a particular contact” (Gottman 1955-213)

Brown and Levinson (1987), using Gofiman’s definition of face as a starting point, propose a comprehensive and, according to Brown and Levinson, universal theory of politeness Face is defined as the public sclf-image that all rational adult members have when engaged in spoken interactions, and it must be constantly adhered to, They then divide face into twa separate, bul retated aspects: positive face and negative Face

Positive face reférs to “the positive self-image that people have and want to be appreciated and approved of by at least some people” (Brown and Levinson, 1987 :61), In other words, positive face is seen as the desire that others like, admire, value or approve of one's wants (material or non-material), or the necd to be accepted and liked by others, treated as a member of the group, and to know that one’s desires are shared by

obhers( Cuttings 2002-45)

Brown and Levinson (1987) define negative face as a “basic claim to territories, personal preserves and right to non-distraction - ie freedom of action and freedom ftom

imposition’

The negative face, therefore, "is reflected in the desire not to be impeded or put

upon, to have the freedom to act as one chooses! (‘Thomas 1995: 169), ‘the wants that one's

action be unimpeded by others’ (ielen 2001 ; 3) and “the need Lo be independent, to have

fieedom of action, and not fo be imposed upon by others’ (Yule 1996: 61)

In general, participants will co-operate with each other due to the mutual

vulncrabilily of face However il is not possible for conversation io flow without a demand or intrusion being made on another person's autonomy Certain ilecutionary acts are liable to damage or threaten another person's face Brown and Levinson (1987) define the performance of such ullerances as polentiat face-threatening acls (FTAs) When contionted with the need to perform an FTA, the speaker needs to decide how it should be uttered

Brown and Levinson (1987) argue thal the first choice to bo made is whether the FTA should be performed on record or off record, If the on record strategy is chosen, a speaker can either perform the FTA baldly without redressive action or mitigate the FTA

by ullering it with reds

sive action, Performang an acl wilhoul redressive action involves uftering it in the most “direct, clear, unambiguous way possible” (1987; 69) Conversely, performing an act with redressive action actually gives fice to the addressee, making it clear thal no fice throat is inlonded This can be achicved by adopting the strategies of

either positive politeness or negative politeness

purposos in this thesis, Thoy argue that poli

against the rational and efficient natu of talk, but through a consideration of linguistic

imguistic bohavior shows up as a deviation politeness, the hearer finds reasons for the speaker's apparent irrationality or inefliciency

we action

needs are thought of as desirable In contrasl, negative politeness is redre

directed to the addressee's negative face, demonstrating the speaker's desire not to impose upon hearers by restricting their actions

The off record strategy enables the speaker to avoid the responsibility of performing an FTA, For doing FTAs, in Brown and Levinson’s opinion, the politeness strategies can be grouped into five superstrategies which are given in the chart below (the

>, the public self -

higher the tumber of the strategy, the more polite il is) And, “fa

image that every member want to claim tor himself, consisting, in two related aspects:

(@) negative face: the basic claim to territories, personal preserves, right to

non — distraction E.g ficedern from imposition

(b} positive face: the positive consistent self image or “personality”

(crucially including the desire that this self image be appreciated and approved off claimed by interactanls

R jv on record < 1) prasitive politeness i

: Uo ite FTA ` with redressive action S |

2 With redressive action

Positive Politeness Negative Politeness

‘Therefore, positive and negative politeness strategies are highlighted in this section in particular and in ths whole rescarch int general

14.2 Positive politeness strategies (PPS)

According to Brown and Levinson (1987), politeness strategies are developed in order to save the hearars' "positive facc” Holding that the Vietnamese are more declined to letting others know that they with to show their concem to others’ problems and their willingness 10 give help whenever it is needed, Nguyen Quang (2004) suggests seventeen positive politeness strategies, of which the initial fifteen are adopted originally fom Brown & Levinson In this section, the author would give her ovm examples for

illustration Following arc the 17 positive politeness strategies:

Strategy 7: Notice, altend fo hearer's interest, wants, reeds, and guods, ete

‘This generally means that a speaker should pay attention to a listsner’s noticeable changes, remarkable possessions, and olher things thal a listonor wants a speaker to notice

and approve of,

E.g.: What a green thumb! When did you plant this tree?

Strategy 2: Exaguerate interest, approval, and sympathy with hearer

‘This strategy often occurs with many aspects of prosodies, identifying modifiers and exaggerated intonation, slrass, and usually occurs wilh such adjcetives as “marvelous”,

“dmerediblz”, “đevaslating”, “Budagic”, “extaordimary” and with such adverbs (plus

“truly”

adjectives) as “really”, “absolutely”, “exactly”

L.g What a marvelous voice you have!

Strategy 3: Jntersify interest to hearer

Speakers wants hearers to share some interest with them This strat:

a good way of communicating

E.g You'll never guess what Tom told me last night

Strategy 4: Lise in - group identity marker

Using an address form which includes the usc of Ihe sseond person plural pronoun (you), or such generic names and terms of address as honey, darling, babe, mom, dad, brother sister, aunt, sweetheart, ‘These forms are used to soften the !"I'As ‘These can occur

in the form of questions, of requests, of imperatives

E.g — How are you doing today, mate?

Strategy 5: Seek agreement

Another way that helps a speaker claim the common ground with a hearar is to seck agreement between speaker and hearer

E.g l agree Right Hoang Anh Gia Lai played very well last night, didn’t they?

Strategy 6: Avoid Disagreement

Thora arc different ways to avoid disagreement bolwoon spouker and hearer white communicating, i.e.„ using token agreement, pseudo-agreement, white lies, and hedging

opinion,

E.g Well, in a way, 1 suppose you're sort of right But look at it like this:

Strategy 7: Presuppose/ Raise/ Assert Common Ground

This stralegy is realized through gossip, smmll talk, personal centre swilch, lầme

attitudes, presupposition of hear

presupposition of familiarity in speaker and hearer relationship, presupposition of hearer's knowledge A good illustration of this strategy is the use of “You know ”

Tug Thad a really hard time learning lo drive, you know

Strategy 5: Jokes

"Jokes" seems to be a very eflective slralegy for commumicaling if Ihey are used

in the right place, with the right people Typically, this strategy occurs between people who know each other well

E.g.: [low ahout lending me this old heap of junk? (the hearer's new Cadillac)

Strategy 9: Assert or presuppose speaker's knowledge of and convern for

hearer's wanis

This strategy is the way to hofp a speaker communicate with a hoarcr by indicating that speaker and hearer are cooperators and potentially force a hearer to cooperate with a speaker This commonly occurs with the use of "I know" ftom a speaker

This is also a very interesting strategy which makes a hearer feel comtortable

Tg I know you cant boar parties, bul this one will really be good - do come!

Strategy 10: Offers and promises

Speakers want to show that they will help a hearer obtain the hearer’s desire or needs by giving offers and promises which arc a mitural outcome of choosing this strategy Also, a speaker wants to show good intentions towards a hearer's positive face

needs.

Tg Il drop by somelime next week

E.g I've come to borrow a cup of flour

Strategy 12: Include both speaker and hearer in the activity

By using “we”, “ws”, “ders” in the process of communication, the speaker shows that the speaker and the hearer are cooperative, and the speaker wants the hearer to cooperate with him/her in doing something

E.g Let's go, then

Strategy 13: Give (or ask for reasons}

In Britain, giving or asking for reasons seems to be very common and polite This strategy often occurs with such phrases as “why not”, “why don't”, “why shouldn't”

Lg: Why don't we go camping?

Strategy 14: Assiane or assert reciprocity

Giving evidence of reciprocal rights or obligations between the speaker and the hearer may claim the existence of cooperation between the speaker and the hearer

Eg Mom, if you help me with my math homework, I will clean our house after class

tomorrow

Strategy 15: Give gifts to hearer (zoods, sympathy, understanding, cooperation)

Gifts here are not only material gifts, but also are spiritual gifts

Tig I've just been out shonping, IEeres a hol dog for you, Sarah, Like it?

Strategy 16: Encourage

By using slralegy 16, the speaker implicilly praises the hearsr (as if’ you can do this) (ries to avert the hearer's fear, makes hearers concentrate on positive factors, possibilities

E.g.: Dont worry Everything will be OK

Strategy 17: 4sk personal questions

This strategy seems very mueh in use in oriental cultures where private expression may be seen as a sign of trusting cach other People will only tell others about their own secrels when they trust their conlacls, By making olhers answer personal questions,

speakers may gain much trust from hearers

Lg Are you married?

“negative politeness is any communicative act (verbal and/or non-verbal) which is

intentionally and appropriately meant to show that the speaker does not want to impinge

upon the addressee's privacy, thas maintaining the sense of distance between them"

L5.2 Negative politeness strategles

It is believed that there are eleven negative politeness strategies to avoid the FT As

Stralegy Ì: Re conventionally indirect

Speaker uses this strategy when he/she faces opposing tensions which can be solved by compromise, by conventional indirectness, and by the use of phrases and sentences thal have contzxlually unambiguous moanings, such as “can you", “could you”,

“hat on earth”, “whatever you do”, “what the hell” “why for God’s sake?”

L.g.: Could you tell me the time, please?

Strategy 2: Guestion and hedge

Using question and hedge make a hearer feel less threatened, and more polite ‘This strategy derives from the want not fo presume and force oneself on a hearer A hedgs can boa particle, a word, a phrase thal modifics the digros of membership, suchas “sort of”,

“hind of”, “rather”, “quite”, “technically”, “think”

F.g.: Could you jump over that five foot feree?

Strategy 4 Minimize the imposition

The speaker docs nat want fo impose too much on the hearer, sa, the speaker uses this strategy By using this strategy, the speaker lets the hearer understand that there is no imposition or very little imposition on the hearer even whether the hearer could do

ences ax “F wander

something for the speaker or ot This usually occurs with such

if”, “Dust want to ask you ¥f ", "Tam well aware of the trouble when ", “Tknew"

Lg I just want to ask you if | can borrow your paper

Stralegy 5: Give deference

When using this strategy, the speaker wants to show either he/ she humbles and abases himself/herself or he/she raises the status of the hearer (by treating the hearer as a superior) This accurs between # speaker who las lower social stalus than the hearcr and the hearer who has higher social status than the speaker Giving deference can be realized through the use of such phrases as “excuse me”, “sir”, “sorry to bother you but ”,

‘please accept my apology”, “sir ” “Tmust he excused”, “Miss

E.g Excuse me, sit, but would you mind if closed the window?

Stralegy 6: Apologize

By using this slrategy, the speaker wants lo show his/her reluctanec to Uneaten the

hearer's negative face and thereby partially redress his/her action This strategy can be realized through the use of hesitation and humbleness, and in such ways as to show regret

or reluctance such as “J wouldn't normally ask you but ", “I don't went to pul you in ary sort of trouble but ”, “Lam sure that you don't like it but ” “I hope this doesn't bother you too much”

E Im souy to bothar you

Strategy 7: Jmpersonalize speaker and hearer

When using this strategy, the speaker docs not want to put any imposition on

the hearer Therefore, the speaker avoids using the pronouns “[” and “you” This

strategy is realized by ths use of performative verbs and impersonal verbs

F.g It's frmportaut that you finish the work on time

Strategy 8: State the FTA as a general rule

F.g.: - Passengers will please refrain from flushing toilets on the train

Strategy 9: Nominalise

In Trnglish, the more nouns used the more polite people are Therefore, English people are in more favor of using nouns So, when we nominalize the subject, the sentences become more formal

Fg: Your good performance on the cxaminations impressed us favorably

Strategy 10; Go on record as incurring a debl or ax nol indebting ú hearer

The speaker wants to show his/her redress to the hearer by claiming his/her

indcbtness to the hearer by means of the following expressions:

- Lwould be grateful to you

- would be gready indehied to you

- Feould easily do it for you

- This wouldn't causa me any trouble,

Strategy 1] - Avoid asking personal questions

Eg Itis cold, isn't it?

Being aware of the importance of positive and negative politeness strategies in cross - cultural communication, in the next chapter the author will study them through the conversational activities of the course book "Inside Out” (pre-intermediate) so that

larners can avoid misinterpretation during daily life cross - cultural interactions.

CTIAPTER TI

POSITIVE AND NEGATIVE POLITENESS STRATEGIES

IN THE CONVERSATIONAL ACTIVITIES:

OF THE COURSEBOOK “INSIDE OUT” (PRE-INTERMEDTATE)

11 The overview of politeness strategies in “Inside Out” (Pre-intermediate)

“Inside Out” (Pre-intermediate) was written by Sue Kay, Vaughan Jones and Philip

Kerr and published by Macmillan in 2002, “Inside Out” (Pre-intonncdiate) is a classroom tested English course designed to develop real life communicative skills and powers of selfexpression This coursebook provides a thoroughly enjoyable and lively course for adulls and young adulls built around struclured work an grammar and lexis, plamed speaking, tasks and engaging writing and listening texts The main grammar and language functions are presented clearly and practiced through anecdotal activities and porsematizations

People have different points of view about “polite” What is considered “polite” in one place or in ons country can be “not polite”, and even “impolite” in other places or countrics In this study, the author puts no valuc judgment on any interactional behavior, but takes a deep insight into politeness strategies which are used by native speakers and the frequency of each strategy; and based on the findings, she would suggest some tips for usùng poieness siratogios in English

In the second part of this chapter, the author focuses on analyzing the frequencies of positive, nagative and mixed politeness strategies used in “Inside Out” (Pre-intermediate)

112 The frequency of positive, negative aml mixed politeness strategies used in

“Anside Out” (Pre-intermediate)

11.2.1 Sampling process

The process of collecting data inclades Uiee steps Fal, all utterances in conversations appearing in every unit, especially in the listening tasks, are picked up After that, all contexts with S&H role relationships are considered with the help of a group of Vietnamese teachers of Linglish and some native speakers in order to discover the ones that

are mostly approved of as “natural” At this stage, 133 utterances have been selected Then, all statistics needed for this study are calculated and grouped into 7 categories which are to

be presented in the following parts of the study

11.2.2 Balance of positive, negative and mixed politeness strategies

Positive politeness strategies Negative politeness | Mixed politeness

Table 1: The statistics of positive, negative and mixed politeness strategies

The statistics are converted into Pie - Chart 1 as follows:

Pie-Chart 1 The frequency of positive, negative and mixed politeness strategies

It is readily observed that the frequency of positive politeness strategies is quite high,

whereas the frequency of negative and mixed strategies is rather low “Inside Out” (Pre-

intermediate) contains many more positive politeness strategies than negative and mixed

ones This seems to suggest that the American, in these conversations, are more declined to

positive politeness strategies They seem to consider positive politeness as a more

appropriate way for the S-H role relationships under study Similarly, according to Nguyen

Quang (2002), the Vietnamese tend fo be more in favour of positive politeness in sacial and familial interactions They wish to show their concern to or for others, and thus, narrow the distance between S and H Therefore, this similarity should be observed so that students can be tore confident when engaged in Vielnamese-American cross-cullurat

communicative

11.2.3 Analysis of positive politeness strategies

Based on 17 positive politeness strategies, the ullerances in the eanversalions arc grouped into 17 categories Following are the positive politeness strategies performed in

the selected conversations:

PESI PS PS ESI PS% P?W PS” PPW PS PSD ffSI PPSU FPSO FPSH PPSE PESE EST

Chart 1, The frequency of positive politeness strategies

‘The chart reveals that strategies 1,8,9,14,17 are the least used and occur at the same

rate (0,86).Whereas, strategies 3,4,5,7 are used most This seems to show that the

American feel more comfortable using strategies 3,4,5,7 For example:

- Did you see Mrs Jones from mumber 1? She looks very upset this morning

- Pauline, congratulations! (Unit 4)

- Kenl, how long have you been interested in crop circles? (Unit 18)

- Mum! It’s me, (Unit 14)

‘The proper names “Pauline” and “Kent” used by S and 1 imply that they know

cach other well, Mur” in the third example is there for the expression of a very cl

intimate relationship between § and H,

It is worthy of note that, in the conversations under study, people rarely use

1,8,9,14,17 Wuinight he the case that

Strategy 1, “Notice, attend to H”, seems too much for the expression of concern to others and this ay make IT feel intruded

The same can be said about strategy 8 “joke”: rarcly can we sce jokes or funny stories during a negotiation, The setting ot context does not seem suitable for joking There

is only one example found of this strategy:

- Excellent, And what about girls? (Unit 8)

Strategies 9 (Assert S's knowledge and concern for Il’s wants), 14 (Assume or

assert reciprocity) and 17 (Ask personal questions) seem to make S fecl less confident

because they are used only in some situations

IL2.4 Analysis of negative politeness strategies

‘The followings are eleven negative politeness strategies to avoid the FTAs

Negative politeness strategies Sum %

7, Impersonalize § &H, avoid the pronoun I, you 1 137

10 Go onrecord as incurring a đebt, or as not indebting H 2 2.74

Table 3: The statistics of negative politeness strategies

The statistics are converted into Chart 2 as follows: