Politeness conventions

The exponents recommended for use at Threshold Level, even more so for Waystage, are generally of a simple and direct nature. As such, they will be readily understood by other language users. However, they are sometimes open of the partner and thus lacking in politeness. One way to avoid this impression is by smiling, making eye contact and generally signalling goodwill through body language. Learners should, however, also be aware of the main features of politeness in speech so as to recogni­ze them in the speech of others and respond appropriately, and also to follow the same principles in their own speech as they feel to be appropri­ate to the situation and their relation to the partner. In some cases, the use of a politeness marker is so usual that we have included it directly in the suggested exponent. However, to have attempted to do so in all cases would have both overloaded the specification and been in fact too directive and even misleading. We have preferred to state the principles and to leave it to learners, under guidance from their teachers, to apply them appropriately.

The basic principle of politeness is to show respect for the partner. In particular, the speaker tries to avoid embarrassment, distress or displea­sure by showing an awareness of the demands made upon the partner by what he/she says. In this way the possibility of overt conflict is avoided or reduced. The principle can be embodied in a number of maxims:

l.Do not be dogmatic. Remember that the partner may have a different opinion.

This maxim applies to the functions of imparting factual information and expressing attitudes. It implies qualifying simple declarative senten­ces in the following ways:

a) the use of / think, I believe, / expect, as introducers or as tags. If they are unstressed, their use does not indicate uncertainty or lack of confidence.

I think his mother is Italian. She comes from Calabria, I believe.

b) the use of you know, of course, to imply that the partner is not igno­rant.

Of course his mother is Italian you know.

c) the use of tag questions to invite the partner's agreement (falling intonation) or confirmation (rising intonation).

His mother is Italian, isn't she? (inviting agreement; no uncertainty). His mother is Italian, isn't she? (asking confirmation; uncertain).

Correcting is liable to give offence, since it involves telling the partner that he/she has made a mistake. Offence can be avoided by: 12—1202

— apologizing for correcting

e. g. I'm sorry but the lecture isn't on Wednesday. It's on Friday.

— querying what has been said, so that the partner can correct the

slip.

Blue? Did you say her dress was blue?

— presenting the correction as a different opinion.

Fifty four? I thought eight sevens were fifty-six.

— requesting confirmation by the use of a question tag.

Nicaragua? San Jose is in Costa Rica, isn't it?

2. Be reluctant to say what may distress or dispie- ase the partner.

This applies to such functions as breaking bad news, expressing disagreement, declining offers and invitations, saying that the partner is obliged to do something, prohibiting an withholding permission, expres­sing displeasure, dislike, dissatisfaction, disappointment and disapproval. The maxim implies such strategies as:

a) Expressing the reluctance:

/ don't want to complain but... (e. g. this soup is cold). / don't want to be difficult but... (e. g. this machine doesn't work). I don't like saying so but... (e. g. the music is too loud).

b) Seek the partner's agreement:

/ hope you don't mind me saying so but...(e. g. those colours don't mix).

Don't you agree that... (e. g. that colour is rather loo bright).

c) Apologizing or expressing regret:

I'm sorry, but... (e. g. your work is not good enough). I'm afraid... (e. g. you haven't passed your exam).

This is especially frequent in prohibitions and withholding permis­sion.

I'm sorry but you can't leave tomorrow. I'm afraid you can't smoke in here.

d) Using euphemisms:

e. g. Your work isn't very good... (—your work is bad). I can't say I like it... (=/ dislike it).

e) Implying something unpleasant rather than stating it openly: e. g. I'd like to help you... (implying "but / can't").

Your ideas are interesting... (implying "but / don't agree with them").

Note the frequent use of falling-rising intonations. Expressing and finding out attitudes.

Expressing disagreement is likely to cause offence and to lead to conflict. The risk can be reduced by:

— apologizing for not agreeing

e. g. I'm sorry but J don't agree.

— expressing regret for not agreeing, e. g. I'm afraid that isn't true.

3. Do not force the partner to act. Allow hi m/h e r to appear to act voluntarily. This maxim applies to the functi­ons of suasion, seeking factual information and finding out attitudes. It implies:

a) adding please whenever you call for action by the partner.

i) Where is the toilet, please? (asking for information).

ii) A return ticket to London, please (requesting something).

iii) Sit down, please (giving instructions, orders).

b) avoiding simple imperatives when asking the partner to do something for you. Instead,

i) ask if he/she

is willing to act, e. g. Will you open the window, please? is able to act, e. g. Can you open this tin for me, please? wishes to act, e. g. Would you like to help me, please?

ii) use introducers such as

I wonder if... e. g. I wonder if you could close the window, please? Do you think... e. g. Do you think you could open this tin [or me, please?

iii) use warnings or advice

e. g. Don't forget to post the letter.

If I were you I'd keep your eyes on the road.

iv) draw attention to the situation, inviting the partner to recognize that there is a problem that needs to be dealt with.

e. g. It's cold in here, isn't it? (—please close the window). I can't open this tin (=please open it for me). Dinner's ready (=come and sit down to eat it).

Asking is form of suasion, since the partner is asked to do some­thing for you, namely provide information. Wh-queslions are normally accompanied by please. After the partner has replied it is normal to thank him/her for doing so.

What's the time, please? Twelve o'clock. Thank you.

Offers and invitations are very much subject to politeness conven­tions, but in a complex way, since they attempt to persuade the partner

to act in a certain way, but in the interests of the partner rather than of the speaker. Invitations and offers may be strong or weak.

A strong offer or invitation, making it easier for the partner to accept may be conveyed:

— by using an imperative as though it were an order: e. g. Let me help you.

Give me that case to carry. Come and spend the day in Oxford.

— by expressing obligation or necessity: e. g. You must let me carry that case.

— by demanding a promise:

e. g. Promise you wilt come to dinner with us.

— by demanding confirmation of an imputed intention: e. g. You will be our guests, won't you?

Note the use of low falling intonations with strong offers and invita­tions.

A weak offer or invitation makes it possible for the partner to decline.

— by using an interrogative question regarding the partner's intentions, desires, needs or ability:

e. g. Are you coming to dinner?

Would you like some help with that problem?

Do you need any help?

Can you come to dinner next Wednesday?

Especially weak are offers that

a) require the partner to admit that he/she is unable to refuse

e. g. Can you manage? Are you stuck?

b) are negatively phrased

e. g. / don't suppose you could do with some help? You don't require assistance, do you?

Note the prevalence of rising intonation with weak offers. Strong offers can be accepted without demur, or confirmation can de invited

e. g. Are you sure?

Is that alt right?

A weak offer or invitat on is not usually accepted without demur. More commonly, a repeated offer is invited:

e. g. Won't that be too much trouble? Can you spare the time? It's very heavy that case.

or a weak rejection is offered:

e. g. No, thank you, I don't want to bother you. I'm sure you're much too busy.

This allows the partner to withdraw the offer or invitation:

e. g. Well as a matter of fact I'am rather busy. Right then. So long as you can manage.

or to repeat it, usually in a stronger form:

e. g. No, really. I'd like to help.

No, do come. We'd very much like you to come.

The declining of a strong invitation is usually accompanied by an apology, or a reason for declining an offer:

e. g. Well, thank you, but I'm sorry I'm afraid / have another engagement.

No, thank you, I don't smoke. Thanks but it's easier by myself. A suggestion for further contact, or even an invitation to visit, may be a polite or a well-intentioned way of ending a contact. Its formal ac­ceptance need not entail a firm commitment on either side:

e. g. A.: — Do visit us next time you're in London. В.: — Thank you, I will.

Apologies are often called for in social life, for reasons ranging from the trivial and conventional to serious damage or inconvenience. For brushing against someone in passing a perfunctory apology is sufficient:

e. g. Sorry.

On the other hand, if damage or inconvenience are caused, as when you keep someone waiting for an appreciable time, the apology normally involves an explanation:

e. g. I'm very sorry to be so late. I'm afraid / missed the train.

The politeness conventions described above are widely used and understood in English-speaking countries, especially between speakers in the roles characteristic of Threshold Level. A learner at Threshold Level should be able to recognize their use and to identify the attitudes and intentions of speakers who use them. Their appropriate use is, howe­ver, governed by such factors as:

— the social and regional groups to which the speaker belongs. There are differences in usage between men and women, working and middle class, the North and South of Britain, etc.

— the speaker's personality; some people are more direct, others more sensitive to the feelings of other people.

— the relations of the conversational partners; close friends need make less use of politeness conventions than acquaintances or strangers.

— the nature of the situation; urgent emergencies demand immediate decisive action. Where conflicts of interest arise and polite methods fail, a learner may well need to be frank, even blunt in speaking his/her mind.

ASSESSMENT OF LANGUAGE ACQUISITION

Дата добавления: 2015-08-21