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All Journal Journal Corner of Education, Linguistics, and Literature International Journal Corner of Educational Research (IJCER)
Syting, Christian Jay O.
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Pragmatic Analysis of Undergraduate Male and Female Students’ Politeness Strategies in Initiating and Terminating Conversations Online Castro, Jasmine Hannah C.; Duray, Sitti Amina; Tanguihan, Kate Angulie; Syting, Christian Jay O.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.345

Abstract

This study examines the politeness strategies employed by male and female undergraduate students in online interactions, focusing on conversation initiation and termination. A pragmatic analysis was conducted using House and Kasper's (1981) linguistic politeness theory alongside Miles and Huberman's model for data interpretation. The findings indicate that male students predominantly used committers, consultative devices, and downtoners to initiate conversations, while employing downtoners, understaters, and politeness markers for termination. In contrast, female students utilized committers, consultative devices, politeness markers, and playdowns for initiation, and committers, playdowns, and politeness markers for termination. Applying Brown and Levinson's (1987) politeness theory, male students mainly favored positive politeness, negative politeness, and bald-on-record strategies during initiation, while employing both positive and negative strategies for termination. Female students exhibited a preference for positive and negative politeness strategies, along with off-record strategies for initiation, relying solely on positive politeness for termination. These findings highlight distinct gender-specific communication patterns in online environments, providing valuable insights for linguistics, communication studies, and gender studies. The results can guide educators, policymakers, and practitioners in developing inclusive and effective communication strategies tailored to digital learning contexts.
Rapport Management Framework in Classroom Interaction: A Socio-pragmatic Analysis of Teachers' Utterances Syting, Christian Jay O.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 3 (2025): February
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i3.375

Abstract

This qualitative descriptive study employing socio-pragmatic analysis aimed to analyze teachers' utterances using Spencer-Oatey's Rapport Management Framework, essential for improving teacher-student relationships and enhancing classroom dynamics. A 6-hour classroom observation and interview with 10 teachers were conducted to collect the data. The framework includes face and social rights. In terms of face, it involved the quality face, which comprised well-being concern, dialogue encouragement, openness to diverse perspectives, respect for diverse opinions, feedback and encouragement, fairness and humility; social identity face, which comprised of behavioral guidance, authority establishment, group engagement, effort encouragement, participation seeking, attention direction, guidance of understanding, correctness assurance, and support reinforcement; and relational face, which comprised of managing classroom dynamics, gentle correction, commitment to personalized support, promotion of mutual support, validation and clarification strategy. On the other hand, sociality rights involved association and equity rights: the latter consisted of the principles of involvement, empathy, and respect, while the former consisted of cost-benefit consideration, fairness and reciprocity, and autonomy-control. The results imply that both face and sociality rights can be sources of offense. Face is important for maintaining students' personal/relational/social value, while sociality rights help ensure fairness, consideration and behavioral appropriateness. These elements are important for teachers when interacting with students because they promote respectful communication and strengthen teacher-student relationships. The inclusion of these concepts in the curriculum helps create a positive and inclusive classroom environment.
Exploring Language Proficiency Enhancement Trainings of Call Center Agents: Unveiling BPO Trainer Strategies from Agents’ Standpoints Calderon, Angel Love R.; Mandabob, Hannah Kristel; Maroto, Joanna Mae G.; Syting, Christian Jay O.
International Journal Corner of Educational Research Vol. 3 No. 3 (2025): March 2025
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/ijcer.v3i3.354

Abstract

This study investigated the strategies trainers use in language proficiency enhancement training, as perceived by student call center agents. It specifically examined strategies for developing the four macro skills (listening, speaking, reading, and writing) and grammar skills. Using thematic analysis, it was found that various strategies were employed. Firstly, reading strategies involve active reading and practice reading. Secondly, in terms of writing, their strategies were the process-based approach and the rule-based strategy. Thirdly, the strategy used in listening was active listening. Fourthly, the speaking strategies involved simulation and speaking tests. Lastly, for grammar skills, the strategy used was direct instruction. Participants also shared insights on the training they received from BPO companies, which included challenges in understanding diverse communication styles, struggles with fluent and natural communication, and language acquisition and development strategies. The results imply that understanding call center agents’ perspectives on language training can enrich the curriculum by offering effective strategies, such as hands-on simulated activities, active learning, and student-centered pedagogies, optimizing learning experiences and fostering more effective communication skills. Furthermore, the results underscore the importance of using learner input to continually evolve and optimize curriculum design, emphasizing the transformative impact of learning and learner-centered approaches on educational practices.
Impoliteness Triggers and Strategies in Students’ Complaints: A Socio-Pragmatic Analysis Dacalanio, Mark Aaron A.; Cani, Shine M.; Osiba, Grachelle T.; Syting, Christian Jay O.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 1 (2024): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i1.308

Abstract

This socio-pragmatic study aimed to unearth the impolite triggers and strategies used in students' complaints extracted from 100 online student complaints. Using Culpeper's Impoliteness Theory (1996, 2011, 2016), the study identified various impoliteness triggers, namely conventionalized and non-conventionalized impoliteness triggers. The former includes pointed criticisms,  condescension, insults, unpalatable questions, dismissals, message enforcers, threats, silencers, negative expressives, redundant patterning, and fighting words. On the other hand, the latter involves non-conventionalized impoliteness triggers, which involve form-driven and bald-on-record impoliteness, red herrings, convention-driven impoliteness, rhetorical questions, and inflammatory expressions. In terms of impoliteness strategies, the study found the use of bald-on-record impoliteness, positive impoliteness, negative impoliteness, and sarcasm or mock impoliteness, with withhold impoliteness not observed in the online context. Understanding the linguistic patterns of impolite complaints in online contexts can help formulate strategies to mitigate conflict and promote more constructive interaction among students. This study may provide valuable insights for improving digital discourse and social interaction protocols.
Co-Authors Calderon, Angel Love R. Cani, Shine M. Castro, Jasmine Hannah C. Dacalanio, Mark Aaron A. Duray, Sitti Amina Mandabob, Hannah Kristel Maroto, Joanna Mae G. Osiba, Grachelle T. Tanguihan, Kate Angulie