INTRODUCTION
RATIONALE
Language is essential for effective daily communication, enabling individuals to express their ideas, emotions, suggestions, and requests through both spoken and written forms.
Language serves as a unified system of signs that enables individuals to think, convey meaning, and shape their reality (Steinberg, 2007) Effective communication relies on mutual understanding between the speaker and the listener, making it crucial to consider the speaker's attitude and choice of words For example, casual language among friends may be perceived as rude in more formal settings Therefore, it is important for individuals to use language appropriately and politely to prevent causing embarrassment or discomfort to others.
Politeness plays a crucial role in effective communication, serving as a universal tool for fostering positive social interactions across diverse groups and contexts By demonstrating politeness, speakers can encourage favorable responses from their listeners, enhancing the overall quality of conversations According to Yule (1996), politeness reflects an awareness of social dynamics, such as distance and closeness, which can make others feel comfortable and open to engagement This study highlights that politeness can be expressed through various means, including facial expressions, speech, and gestures, making it a significant area of interest in contemporary linguistic research.
Politeness markers play a crucial role in effective interpersonal communication, allowing speakers to convey complex ideas through nuanced meanings and varied conversational structures This interaction goes beyond mere message exchange between two individuals; it reflects a mutual orientation towards engaging with one another and navigating social contexts in a meaningful and organized manner.
Politeness markers play a significant role in various forms of literature, including novels, dramas, and films, particularly those that reflect real-life situations Films often convey educational and moral values, making it easier for audiences to grasp important lessons about politeness through visual storytelling By observing characters in films, viewers can learn about good manners and thoughtful behavior, allowing them to apply these lessons in their daily lives Effective communication requires the use of politeness markers tailored to specific contexts, which is why this thesis focuses on the politeness markers used in conversations within the film "The Blind Side" by John Lee Hancock The aim of this study is to enhance English language learning and promote the appropriate and effective use of politeness markers in communication.
AIMS AND OBJECTIVES OF THE STUDY
This study aims at investigating the types of politeness markers and their frequencies in the conversations in the film “The Blind Side” by John Lee Hancock
To achieve the aim of the study, the research will concentrate on the following objectives:
- To examine the types of politeness markers and their frequencies in the conversations in the film
- To find out which types of politeness markers in the film are the most frequently used.
RESEARCH QUESTIONS
To achieve the aims and objectives mentioned above, the thesis addresses to answer the following questions:
1 What are the types of politeness markers and their frequencies in the conversations in the film?
2 Which types of politeness markers in the film are the most frequently used?
SCOPE OF THE STUDY
This study examines the descriptive aspects of politeness markers and their subtypes, including indirectness, imperatives, interrogatives, negatives, declaratives, modals, ellipsis, and modification, based on Sifianou's theoretical framework (1987) These subtypes serve as requests and are essential for understanding the use of politeness markers in film conversations.
This study analyzes 80 conversations featuring polite command markers from the 2009 film The Blind Side, directed by John Lee Hancock, which was nominated for an Academy Award for Best Picture.
SIGNIFICANCE OF THE STUDY
The study will contribute both theoretical and practical significance in the pragmatics field to the linguistic research
Theoretically, the results of the study will contribute to a better understanding of politeness in general and politeness makers via conversations collected from the movie
The study's findings will help readers and linguistics enthusiasts gain a deeper understanding of the language they engage with, as well as the speaker's attitudes and the contextual nuances involved.
ORGANIZATION OF THE STUDY
The study will be organized into five chapters as follow:
Chapter 1 (Introduction) presents the rationale, aims, and objectives, research questions, the scope of the study, the significance of the study, and the organization of the study
Chapter 2 (Literature Review) is concerned with the review of related previous studies and the brief view of the theoretical background for the matters of study
Chapter 3 (Methodology) describes the research methods, research procedures, data collection, data analysis, the validity and reliability of the study
Chapter 4 (Findings and Discussion) demonstrates the findings of the data analysis, the frequency of 8 types of politeness markers expressing requests employed in conversational activities in the film Then the discussion of the findings is pointed out
Chapter 5 (Conclusion and Implications) summarizes the results of the study, points out the limitations as well as provides implications for teaching and learning, and puts forward suggestions for further research.
LITERATURE REVIEW
REVIEW OF PREVIOUS STUDIES
Based on politeness theory, numerous studies have explored the concept of politeness, including Ani's (2007) examination of positive politeness strategies in the film "In Good Company." Utilizing a descriptive qualitative approach, the study identified 15 positive politeness strategies employed by the characters and analyzed the factors influencing their use, specifically payoff and circumstances, in accordance with Brown and Levinson's framework.
In her 2010 study titled "A Politeness Strategy in Expressing Sympathy by American and Vietnamese Speakers," Ta Thi Thanh Hien explored the politeness strategies used by native speakers of both cultures when expressing sympathy The research aimed to identify the specific politeness strategies employed by American and Vietnamese speakers and to provide insights for Vietnamese teachers and learners on acquiring these strategies Data was collected through a Discourse Completion Test (DCT) and analyzed based on the framework established by Blum-Kulka et al (1989), which includes three key dimensions: the Head Act, Internal Modifications, and External Modifications.
Bui Thi Tuyet Mai (2012) examined politeness strategies in making suggestions in English and Vietnamese, highlighting both similarities and differences through data collected from questionnaires administered to Vietnamese and British informants In a related study, Tran Thi Phuong Linh (2012) analyzed the use of politeness strategies in requests within Stephenie Meyer's novel "Twilight," drawing on theories by Blum-Kulka et al (1989) and Trosborg (1995) The findings revealed that characters predominantly employed direct strategies, particularly imperatives and mood derivables, for formulating requests Additionally, speakers utilized various mitigating devices, such as question forms, downtoners, and past tense, to soften the requestive force, while Grounders were frequently used as external modifications to provide reasons for their requests.
In her 2015 study, Safitri utilized qualitative research and descriptive methods to examine the politeness strategies employed by characters in "The Big Wedding Movie," based on Brown and Levinson's politeness theory The findings revealed a total of eighty-six utterances categorized into four politeness strategies: bald on-record (29 utterances), positive politeness (38 utterances), negative politeness (10 utterances), and off-record (12 utterances) The study concluded that positive politeness, bald on-record, and off-record strategies were the most frequently used.
Nailah (2016) conducted a qualitative study using Brown and Levinson's politeness strategies to analyze the interactions between Cade Yeager and Tessa in the movie "Transformers: Age of Extinction." The findings revealed that the characters utilized thirty utterances, predominantly employing the bald on-record strategy, which occurred 10 times This was followed by positive politeness with 9 instances, negative politeness with 7, while the off-record strategy was not used at all in their conversations.
In her 2017 study, Tong Thi Thu Hien examined politeness markers in the "Solution" Intermediate coursebook, utilizing Sifianou's (1987) theoretical framework The research employed a descriptive methodology that combined both quantitative and qualitative approaches to analyze 84 conversations The results indicated that modification was the most frequently used type of politeness marker for expressing requests.
In a study by Setiawan (2018) on politeness strategies in the movie "Cinderella 2015," the researcher employed a descriptive qualitative method based on Brown and Levinson's theory The analysis focused on the contrasting politeness applications of two key characters, Ella and Lady Tremaine The findings revealed that Ella predominantly utilized positive politeness strategies, accounting for 67.51% of her interactions, while Lady Tremaine favored the bald on record strategy, representing 41.2% of her communication style.
Numerous studies have explored various politeness strategies and their classifications However, to date, there appears to be a lack of research specifically focusing on politeness markers within the dialogues of the film.
“The Blind Side” Hence, this thesis attempts to contribute to further studies relating to politeness markers.
THEORETICAL BACKGROUND
Politeness theory is a fundamental aspect of pragmatics research, attracting significant attention from various scholars According to Lakoff (1975, p 64), the study of politeness is closely linked to specific behavioral forms.
“developed in societies in order to reduce friction in personal interaction”
He also expresses politeness as “a system of interpersonal relations designed to facilitate interaction by minimizing the potential for conflict and confrontation inherent in all human interchange”
Lakoff (1977) was a pioneering scholar in the pragmatic study of politeness, identifying clarity and politeness as fundamental elements of both linguistic and non-linguistic interactions His emphasis on clarity, one of his key principles, draws on Grice's theories, highlighting the importance of effective communication.
In 1975, Grice outlined maxims of the principle of cooperation, emphasizing the importance of politeness in communication He identified three key strategies for maintaining politeness: Formally, by avoiding imposition and maintaining distance; Hesitantly, by providing the addressee with options; and through Equality or camaraderie, by fostering a sense of equality and making the addressee feel valued.
Lakoff (1977) argues that speakers must select appropriate politeness strategies that align with the contextual nuances of their conversations He highlights the significance of factors such as the social status differences between participants, the social distance, the level of familiarity, and the cultural context in which the interaction occurs.
Politeness is defined as behavior that is socially and culturally acceptable, making interactions pleasant for the listener (Adegbija, 1989) Yule (1996) emphasizes that politeness is a fixed concept related to social etiquette within a culture Additionally, Watts (2003) highlights that politeness involves the ability to please others through one's actions.
Leech (1983) defines politeness as behaviors that foster a pleasant and harmonious interaction among participants He enhances our understanding of politeness by introducing maxims that parallel Grice's conversational maxims These include Tact, Generosity, Approbation, Modesty, Agreement, and Sympathy, which together form the six components of his Politeness Principle.
Politeness is a crucial aspect of human interaction, aimed at considering others' feelings, establishing mutual comfort, and fostering rapport (Hill et al., 1986) Factors such as status differences and the power dynamics between speakers and listeners play a significant role in politeness, as highlighted by Brown and Levinson (1987) Their research explores how individuals across various cultures use language to form, sustain, and enhance social relationships Grounded in the concept of "face," their politeness theory builds upon Goffman's (1967) work, providing a framework for understanding interpersonal communication.
(1987, p 61) refer to the concept of face as the "public self-image that every member wants to claim for himself"
Brown and Levinson (1987) emphasize the concept of "face" as essential for understanding politeness, distinguishing between positive face and negative face Positive face reflects an individual's desire for approval, likability, and esteem from others, while negative face pertains to the wish to avoid imposition and maintain autonomy They categorize politeness into two types: positive politeness, which fosters intimacy and rapport by addressing the hearer's positive face, and negative politeness, which respects the hearer's negative face by ensuring the speaker does not infringe upon their freedom or privacy.
Brown and Levinson (1987) argue that certain speech acts, particularly requests, are inherently impolite and can threaten the hearer's negative face by imposing on their freedom These acts are categorized as Face-Threatening Acts (FTA) and are assessed based on two key principles: the type of face being threatened (positive or negative) and whether it is the speaker's or hearer's face at risk Additionally, the impact of an FTA is influenced by the relative power dynamics between the speaker and hearer, the social distance separating them, and the perceived weight or rank of the imposition.
Besides, the term “polite” in English is specified by Hornby (1988, p
Linguistic politeness refers to the use of language in social interactions that demonstrates good manners and consideration for others According to Hornby (1988), individuals typically engage in everyday communication by respecting the face wants and needs of their conversational partners, thereby fostering mutual esteem.
Politeness is fundamentally a sincere intention to communicate honestly with others, as noted by Thomas (1995) It manifests through verbal interactions and everyday behaviors Yule (1996) further defines politeness as an awareness of another person's public self-image According to Brown and Levinson (1978), the concept of "face" is emotionally significant, requiring ongoing attention in social interactions, as it can be lost, maintained, or enhanced.
Moreover, politeness is “a system of interpersonal relations designed to facilitate interaction by human interaction by minimizing potential conflict and confrontation inherent in all human interchanges” by Yule (1996, p
Politeness in communication is a crucial aspect that reflects an individual's awareness of another person's face, which refers to their public self-image According to Yule (1996), this encompasses the emotional and social identity that individuals wish to have acknowledged by others Holmes (1992) further emphasizes that a polite person contributes to making others feel comfortable in interactions.
According to Watts (2003), politeness is characterized by a genuine care for others and self-effacement, fostering comfort and openness in social interactions By practicing politeness, individuals can easily establish and maintain relationships, even in brief encounters This concept of politeness encompasses various forms of expression, including facial expressions, speech control, and gestures, all of which contribute to positive interpersonal connections.
Politeness encompasses any communicative act, whether verbal or non-verbal, that is deliberately designed to improve others' feelings or mitigate discomfort, as defined by Nguyen Quang (2005, p 185).
According to Pranowo (2009, p 15), an individual's behavior can be assessed through their use of language and exhibited actions The application of politeness in communication, encompassing both verbal and non-verbal forms, plays a crucial role in this evaluation.
THE FILM “THE BLIND SIDE”
The Blind Side is an American biographical sports drama film, published in 2009, and directed by John Lee Hancock, based on the book
"The Blind Side," a film based on Michael Lewis's 2006 book, grossed over $300 million at the box office Sandra Bullock earned the Academy Award for Best Actress, along with the Golden Globe Award for Best Actress in a Motion Picture - Drama and the Screen Actors Guild Award for Outstanding Performance by a Female Actor in a Leading Role The film also garnered critical acclaim and numerous accolades.
82 nd Academy Award nomination for Best Picture in 2010
Michael Oher's true story begins in Oslo, Tennessee, where he faced a tumultuous childhood marked by his mother's drug addiction and frequent relocations between different families Struggling to find stability, he often ran away from new homes However, a turning point came when his friend's father reached out to Bert Cotton, the coach of Christian Wingate, to assist in enrolling both his nephew and Michael Recognizing Oher's impressive physical stature and athletic potential, Cotton successfully secured his admission to the school, despite Michael's challenges in academics.
One night, Leigh Anne spots Michael shivering alone on the street and learns he plans to sleep outside a closed school gym Compassionately, she invites him to stay on their couch for the night The next morning, after noticing he has left, she invites him to join her family for Thanksgiving Over time, Michael integrates into the Tuohy family Later, Leigh Anne takes him to his mother's house, where he discovers a deportation notice on the door, revealing that she is gone.
Leigh Anne faces skepticism from her friends regarding Michael's safety around Collins, but she defends him, noting Collins’ belief that they cannot simply abandon him As Leigh Anne pursues becoming Michael's trustee, she uncovers his troubled past, including being taken from his drug-addict mother at age seven, whose whereabouts remain unknown Delving into Michael's records, she discovers his exceptional protective instincts, which rank in the 98th percentile This revelation leads Leigh Anne to mentor Michael in football, teaching him the importance of using his strength to protect his quarterback, which significantly improves his performance on the field With a potential opportunity to play at the university level, the Tuohys hire a compassionate tutor, Miss Sue, to help boost his grades for a chance to join Ole Miss In a heartfelt conversation, Leigh Anne approaches Michael's mother about adopting him, and despite her initial reluctance, she ultimately expresses her hopes for Michael's future.
Michael receives significant attention from various prestigious schools, with SJ advocating for him and his own interests during discussions with coaches After improving his grades, Michael chooses to enroll at the University of Mississippi, known as "Ole Miss," where both Sean played basketball and Leigh Anne was a cheerleader This decision prompts investigator Granger to investigate whether the Tuohys had undue influence on Michael's choice to attend their school solely to enhance its basketball program.
Michael confronts Leigh Anne about her intentions after abruptly leaving the interview He then seeks out his biological mother in Hurt Village, where a gang leader greets him and makes inappropriate comments about Leigh Anne and Collins When the gang leader threatens them, Michael stands up to him and his crew After reflecting on his choices and discussing them with Leigh Anne, Michael informs Granger that he chose Ole Miss because "it's where my family goes to school." Ultimately, he is accepted into college and bids farewell to the Tuohy family.
The film ends saying that he'll succeed and become a professional player later on S.J sees leading the players into the playground with Michael before all local games.
SUMMARY
This chapter provides an overview of theoretical concepts relevant to the study, beginning with a review of previous research on politeness theory It explores various politeness markers and their subtypes, including indirectness, imperatives, interrogatives, negatives, declaratives, modals, ellipsis, and modification Additionally, it discusses the film "The Blind Side," which serves as a key element in the theoretical framework for the author's research The findings will be detailed in Chapter 4.
METHODOLOGY
RESEARCH METHODS
In the investigation, a descriptive method is taken into account as the main method in combination with both quantitative and qualitative approaches as supporting methods employed to analyze data
The descriptive method is extremely efficient to give a detailed description of the subject of the study in terms of politeness theory and politeness markers
The qualitative analysis is employed to classify different types of politeness markers basing on the theoretical framework presented within the literature review
The quantitative one is utilized in synthesizing conversations, remarking the frequency of occurrence, increasing the level of validity and reliability due to calculation and explanation.
DATA COLLECTION
This study analyzes data from the 2009 American drama film directed by Hancock, which portrays the inspiring story of Michael Oher, a homeless and traumatized youth who rises to become an All-American football player and first-round NFL draft pick, thanks to the support of a compassionate woman and her family.
The film features natural and engaging dialogue that is beneficial for learners aiming to enhance their English skills It effectively promotes communicative abilities in real-life situations, making it an excellent resource for language development Additionally, the film covers various intermediate grammar and speech elements, helping learners speak English more naturally.
The researcher analyzes 80 conversations involving Michael Oher and those around him in the film to explore the use of politeness markers This comprehensive examination aims to address specific research questions related to communication dynamics within the narrative.
DATA ANALYSIS
For the aim of investigating politeness markers and their frequencies in the conversations in the film, we are forced to gain an insight into the theory
To effectively conduct this study, it is crucial to thoroughly understand the underlying theory, as it will inform the development of our analytical framework and the methods we employ.
A total of 80 conversations were analyzed and categorized into eight distinct types of politeness markers The frequency of each type is presented in percentage terms through tables and charts Following this analysis, the author evaluates the samples and offers insights and discussions based on the findings.
RESEARCH PROCEDURES
This study was planned and carried out based on a descriptive analysis which mainly concentrated on politeness markers The steps were strictly followed in the research as below:
In the first step, the researcher chooses the topic to investigate by renewing the literature and previous studies carefully
Secondly, politeness markers are found carefully through 80 conversations in the film supported the theoretical framework
Next, the analysis process is carried out to seek out the types of politeness markers and which types of them are the most frequently used
Lastly, conclusions are drawn out and implications are made after the findings are synthesized, tables/charts, interpreted, and discussed.
VALIDITY AND RELIABILITY
To guarantee the reliability of this research, we have chosen 80 original conversations from the Oscar-winning film “The Blind Side” (2010) These selected dialogues are specifically tailored for English learners across Vietnam, ensuring they remain relevant and up-to-date for students and the wider community.
The validity of data analysis is established through well-known analytical frameworks from prominent researchers Utilizing both qualitative and quantitative approaches, the analysis aims to accurately identify the characteristics of the texts The author presents the data and information as they are, ensuring that the content remains unchanged to maintain the integrity of the findings.
FINDINGS AND DISCUSSION
TYPES OF POLITENESS MARKERS
This chapter analyzes findings grounded in Sifianou's (1987) theoretical framework, as discussed in Chapter 2 It identifies eight types of politeness markers used to express requests and examines their frequencies across 80 conversations from the film The analysis aims to address the research questions, with results summarized in the accompanying table.
Table 4.1: Frequencies of occurrence of politeness markers and their subtypes
An analysis of Table 4.1 indicates a slight imbalance in the use of eight types of politeness markers for requests across 80 conversations, with imperatives being the most commonly employed, highlighting their prevalence in communication.
In the analysis of politeness markers, modification emerges as the most prevalent, accounting for 32.08% of cases, followed by interrogatives at 17.65% Negatives represent a significant proportion at 13.37%, while modals are used less frequently at 8.56% Declaratives follow closely with 7.49%, and indirectness and ellipsis are the least utilized, comprising 5.35% and 1.60%, respectively These findings are visually represented in Figure 4.1, which provides a detailed examination of the various types of politeness markers.
Figure 4.1: Frequencies of occurrence of politeness markers and their subtypes
Indirectness Imperatives Interrogatives NegativesDeclaratives Modals Ellipsis Modification
According to Table 4.1 and Figure 4.1, indirectness is infrequently utilized in the analyzed data, ranking near the bottom with only 10 instances, which represents 5.35% of the total cases.
The analysis reveals two forms of indirectness: structural and pragmatic Structural indirectness is prevalent, comprising 90% of the cases analyzed, while pragmatic indirectness is significantly less common, representing only 10%.
Table 4.2: Frequencies of indirectness and its subtypes
Let‟s consider the following examples:
(4.1) Collins, can you pass me the green beans, please? [C15]
(4.2) I just want to be with you! [C5]
(4.3) Can you help me get something? [C39]
The first example, [C15], is easy for the listener to interpret due to its clear meaning, despite its length and conventionalized elements It represents an indirect request from the speaker, who anticipates receiving green beans This utterance exemplifies structural indirectness.
The second example, [C5], illustrates pragmatic indirectness, where the message is not stated explicitly In this case, the speaker expects the addressee to infer a deeper meaning beyond the literal words spoken, requiring the listener to invest time in interpretation.
In her statement, Big Tony's wife employs a pragmatic indirectness by saying, "I just want to be with you!" This phrase subtly conveys her desire for Big Tony to take Michael away, without explicitly stating her intention.
In contrast, the speaker requires Anne's assistance in a way that minimizes the effort needed from the listener to understand While the sentence structure may be complex, its meaning remains clear, exemplifying structural indirectness.
Other examples to illustrate the first type are that:
This utterance uses question structure format but has explicit meaning, the addresses may be requested to leave the class
In this situation, the speaker uses structural indirectness form as “May I see that?” to request the staff to give his document with uttering his intention clearly
Structural indirectness is more commonly utilized than pragmatic indirectness due to its explicit meaning, which makes it easier for listeners to understand This approach minimizes the effort required for interpretation and helps prevent misunderstandings or awkward situations, similar to the benefits provided by pragmatic indirectness.
Another type of politeness markers expressing request characterized by the first position, at 32.08% is imperatives which include a verb and an object
Imperatives can be classified into two main categories: the first encompasses urgent requests, sympathetic advice, warnings, and wishes, while the second includes expressions used for welcoming, bidding farewell, and making offers.
Considering some examples as follows:
In the first category, SJ offers sympathetic advice to Michael through a direct request that, while potentially threatening to Michael's self-image, is framed more as guidance than an impolite demand The speaker's superior understanding of the situation diminishes the imposition of the request, making it appear more polite and considerate.
In the second category, imperatives are used in the cases welcomings, farewells, and offers as in [C62] below:
(4.7) Coach, how are you? Come in [C62]
In the above situation, Sean uses an imperative form with the word
“come in” in combination with “how are you?” to welcome politely coach Saban
Besides, imperatives are also used in extreme tension situations For example:
(4.8) Jimmy’s Dad: That's my boy, Jimmy! Number 66! Kicking that blue guy's ass
Anne: Hey crotch mouth! Yeah, you! Zip it or I'll come up there zip it for ya! [C54]
Alton expresses his interest in exploring the dynamics of a mother-daughter relationship, emphasizing his curiosity about a specific individual.
In tense situations, the emotions of speakers like Anne and Michael significantly impact their communication, particularly when they express anger towards the addressee Despite the underlying tension, their imperative requests remain surprisingly polite, showcasing a complex interplay between emotion and etiquette in conversation.
Moreover, imperatives are also found in the family relationship such as between parents and children in activity-oriented situations
(4.10) Get feet off my dash Thank you Put on your seatbelt! [C8]
(4.11) Be honest with me , okay? [C33]
Anne's authoritative nature is evident in her interactions with family members, as seen in her directive to SJ to move his feet and fasten his seatbelt for safety while in the car Additionally, she politely requests her daughter to respond truthfully Such imperatives, while commandingly structured, are appropriate in these contexts due to their respectful tone.
(4.12) Mike, just take any empty seat [C4]
Similarly, in [C4], these utterances also have power to the hearer, from teacher to pupil, which Mrs Boswell asks Michael to do what she says
SUMMARY
This chapter provides an in-depth analysis of eight types of politeness markers—indirectness, imperatives, interrogatives, negatives, declaratives, modals, ellipsis, and modification—used to express requests The data analysis reveals an unequal distribution of these politeness markers in conversations from the film, highlighting the varying prevalence of different types of polite requests.
Interlocutors tend to prefer using imperatives as politeness markers in their requests, especially in urgent situations or when offering sympathetic advice, greetings, or farewells Despite imperatives being considered less polite than declaratives and interrogatives, they are frequently employed in contexts involving family relationships and power dynamics.
Imperatives hold the second position with a frequency of 17.65% They serve as politeness markers, helping to soften or emphasize requests directed at the addressee This approach seeks to encourage cooperation from the recipient and captures their attention prior to making the request.
Interrogatives and negatives, comprising only 13.90% and 13.37% of the analyzed conversations, play a significant role in softening the impact of speakers' requests on listeners Additionally, less common strategies for expressing polite requests include modals, declaratives, indirectness, and ellipsis, all of which were evident in the 80 conversations examined.