BUILDING PRINCIPLES AND PROCEDURES FOR HANDLING PEDAGOGICAL COMMUNICATION SITUATIONS BASED ON POLITENESS THEORY

Abstract

Politeness theory has attracted particular interest from linguists since the late 20th century. However, using it as a foundation to resolve communication situations within typical communication contexts remains a gap. This paper examines how to handle pedagogical communication situations (a specific communication context) based on politeness theory. Using theoretical research methods, descriptive and generalization techniques, the study identifies signs for recognizing  pedagogical communication situations based on the causes of the situations (both verbal and non-verbal behaviors). These behaviors may pose a risk of threatening the face of the communicators. The paper proposes three principles for handling pedagogical communication situations: 1) handling within the teacher's authority, 2) resolving the situation in a manner that maintains face balance, and 3) handling the situation thoroughly to minimize negative consequences. The procedure for handling includes analyzing the situational context (step 1); identifying and categorizing the situation (steps 2 and 3); assessing the degree of face threat and potential face shifts (step 4); and applying a face-sensitive approach to restore interpersonal harmony (step 5). The findings of this study may serve as a practical suggestion for broader application across various communicative situations.