Teachers’ Use Of Politeness Strategies In Their Oral Discourse And Its Effects On Teacher-students Interaction: The Case Of The Efl Teachers In The Department Of English At Mmuto.

Résumé: This dissertation attempts to investigate teachers’ use of politeness strategies in their discourse when interacting with their students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou and its effect on teachers-students interaction. In this study, we adopted Brown and Levinson’ Politeness Theory (1987). The study is based on the mixed methods research, combining both quantitative and qualitative methods. To collect data, Thirty (30) questionnaires were administered to the teachers and fifty (50) questionnaires were administered to the students. A series of classroom observation sessions were also conducted in order to observe the use of politeness strategies in teachers’ oral discourses. For the analysis of the data, we have used the Statistical Package for the Social Sciences Program to elicit numerical data and Qualitative Content Analysis to explain and describe the qualitative data. The main findings show that the majority of teachers use politeness strategies in their discourse. Indeed, the results of teachers’ and students’ questionnaires and classroom observations indicated that teachers use politeness strategies when interacting with their students. The majority of teachers use most of the time negative and positive politeness strategies and they do not use bald on record and off record politeness strategies when interacting with their students during the sessions. Besides, the results indicate that teachers’ use of politeness strategies has a positive effect on their interaction with their students.

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