Gender Differences in the use of politeness strategies in the classroom and its effect on self- confidence: The case of first year EFL learners in the department of English at UMMTO.
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Date
2016-09
Authors
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Journal ISSN
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Publisher
University Mouloud Mammeri of Tizi-Ouzou
Abstract
The present study investigates male and female first year English language students
use of politeness strategies in the classroom and its effect on their self-confidence. It seeks to
determine gender differences in the use of politeness strategies in the classroom. This study is
based on Brown and Levinson’s politeness theory (1987). To conduct this study we used the
Mixed Method Approach to gather qualitative and quantitative data. One hundred (100)
questionnaires were distributed to fifty (50) girls and fifty (50) boys at the department of
English of MMUTO and twelve (12) classroom observation sessions on a sample of two
hundred and forty students (240). The data gathered from classroom observation were
interpreted using qualitative content analysis, critical discourse analysis and Brown and
Levinson’s politeness strategies (1987). The data gathered from the questionnaires were
interpreted using a computer software program called SPSS. The findings indicate that there
is a significant difference between male and female students of the department of English at
Mouloud Mammeri University in the use of politeness strategies in the classroom and this
affects their self-confidence. In the sense that female students use more positive and negative
politeness strategies than male do.
Description
41p.:ill;30cm.(+cd)
Keywords
Politeness, gender, self-confidence; politeness strategies, male and female students…
Citation
Sémiotique Sociale et Linguistique Appliquée