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Classroom-oriented Research pp 139–152Cite as

Communicating Solidarity with the Reader: Linguistic Politeness Strategies in EFL Methodology Textbooks

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

My attempt in this paper is to demonstrate how the mechanism of establishing common ground with readers is reflected in textbooks aimed at foreign language teachers and trainees. The study draws on the framework of linguistic politeness (Brown and Levinson 1987), informed by the metadiscourse framework (Myers 1989, 1992; Hyland 1998, 2000, 2005c, 2009). While written academic discourse has been extensively researched, there seems to be a gap concerning its detailed analysis devoted to politeness strategies, especially with reference to foreign language teacher education. Viewing academic writing as interpersonal social engagement naturally invites linguistic politeness framework for its analysis. The study uses the apparatus offered by the politeness theory to address writer-reader interaction patterns in written academic discourse with reference to EFL methodology textbook genre. The research questions I intend to answer are as follows: What are the facework patterns and regularities that govern the way writers express solidarity and seek common ground with readers in methodology textbooks in the field of EFL teacher education? Is there a preference towards the use of particular politeness strategies? Tentative results confirm writers’ preference towards certain politeness strategies, demonstrating their solidarity with the readers through intensifying interest to readers, claiming common opinion/attitude, showing concern for readers’ needs, including writer and readers in the activity, giving reasons, giving gifts, as well as promising/offering.

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Notes

  1. 1.

    See the discussion below with reference to the plausibility of the positive/negative dichotomy.

  2. 2.

    Annotation convention used in the present chapter involves providing initials, followed by the year of publication and page number.

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Authors and Affiliations

  1. University of Łódź, Lodz, Poland

    Joanna Nijakowska

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  1. Joanna Nijakowska
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Correspondence to Joanna Nijakowska .

Editor information

Editors and Affiliations

  1. , Zakład Filologii Angielskiej, Adam Mickiewicz University, ul. Nowy Świat 28-30, Kalisz, 62-800, Wielkopolskie, Poland

    Mirosław Pawlak

  2. , Zakład Filologii Angielskiej, Adam Mickiewicz University, Nowy Swiat 28-30, Kalisz, 62-800, Wielkopolskie, Poland

    Jakub Bielak

  3. , Zakład Filologii Angielskiej, Adam Mickiewicz University, ul. Nowy Swiat 28-30, Kalisz, 62-800, Wielkopolskie, Poland

    Anna Mystkowska-Wiertelak

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Nijakowska, J. (2014). Communicating Solidarity with the Reader: Linguistic Politeness Strategies in EFL Methodology Textbooks. In: Pawlak, M., Bielak, J., Mystkowska-Wiertelak, A. (eds) Classroom-oriented Research. Second Language Learning and Teaching. Springer, Heidelberg. https://doi.org/10.1007/978-3-319-00188-3_9

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