Page 9 - ELG2503 March Issue 493

NEWS
I beg your pardon?

The need for more impoliteness in the classroom.

LT textbooks do not do
enough to support learners
in recognising impolite
EEnglish in themselves and
others, according to a study by
Hossein Talebzadeh and Marzieh
Khazraie at Kharazmi University,
Iran.
As much as linguistic ability
and language pragmatics are
important skills, the ability to use
language in a socially appropriate
way is also imperative. Without
this skill, second-language
speakers may unknowingly be
perceived as rude, and conversely,
be unaware that another speaker
is being impolite.
Apart from recognising impolite
English, knowing how best to
respond is also a valuable skill.
This study assessed the
inclusion of impolite English in
the two most used ELT course
books at private language schools
in Iran: ‘American English File’
from Oxford University Press, and
‘Interchange’ from Cambridge
University Press. Material for
beginners to upper-intermediate
proficiency was examined.
Initially, a pilot study and
discussion sessions were caried
out to establish the framework for
identifying and coding instances
of impoliteness in the course audio rare at lower proficiency levels, impolite exchanges compared It is not surprising, given the
files and accompanying texts. occurring mainly at intermediate to the total time modelling potential sensitivities, that it is
Examples of impolite English levels. The most used strategies interactions. They concluded rarely, if ever, dealt with directly
termed as ‘offensive strategies’ were ‘pointed criticism’ and that the occurrence of genuine in course materials. More effort
include: ‘explicitly associate other with a impoliteness in the course is warranted, however, in order
negative aspect’. materials was very much lower to prepare the learner for real
• Being disinterested Of the 57 items identified, than in analyses of real-life English outside the classroom.
• Name calling only seven were associated with conversation, especially the Teaching resources might
• Asking challenging or unpala- indications to the learner that this use of condescension, scorn, also consider how pragmatic
table questions was an example of impolite English, ridicule, sarcasm and the use of language use is being challenged
• Excluding the other from an and there were no instructions taboo words. Mock impoliteness, and transformed by online
activity regarding how to respond. however, was over-represented. communication and texting,
• Invading the other’s space Apart from genuine impoliteness, A proper understanding and changing the nature of polite v
• Making the other feel uncom- there were a smaller number of appraisal of impoliteness, both impolite language, so that, for
fortable instances of ‘mock impoliteness’, produced and perceived, are example, a thumbs up can be seen
where something that might notoriously difficult for language as passive aggressive and that
‘Defensive strategies’ such sound literally impolite, is meant learners in general and English stalwart of English punctuation,
as, direct contradiction were humorously or affectionately. has a particular reputation for the full stop, as downright
also coded. Many commonly As an example, Sally might being difficult to navigate in aggressive.
recognised forms of impoliteness say to Jane: ‘Nice job on that this regard: sarcasm and irony
do not appear in this study, presentation. Did you just make it can be especially hard to use REFERENCE
however, such as withholding up on the spot?’ Her tone of voice or interpret correctly even for n Talebzadeh, H. & Khazraie, M.
politeness (not saying ‘please’ could imply that Sally is either native speakers. (2024) ‘Ignoring the elephant in the
or ‘thank you’) and interrupting joking in a friendly manner, or Thresholds for mock v genuine room’: (Under-)representation of
when someone is speaking. being sarcastic. impoliteness are also tricky and impoliteness phenomenon in popular
Overall, items modelling genuine The authors calculated may be very different in the ELT textbooks, Language Teaching
impoliteness—57 in total—were the amount of time given to learner’s native language. Research 28(4): 1311-1343.
editorial@elgazette.com 9