N97C0022 ChristineN97C0022 Christine

Facilitating or Limiting? Facilitating or Limiting? The Role of Politeness in How The Role of Politeness in How

Students Participate Students Participate in an Online Classroom in an Online Classroom

DiscussionDiscussion

Ming-Lung Yang, Yu-Jung Chen, Minseong Kim, Yi-Fan Chang, An-Chih Cheng, Yangjoo Park, Treavor Bogard, and Michelle Jordan

＊＊ IntroductionIntroduction Newlands, Anderson, & Mullin ( 2003):Newlands, Anderson, & Mullin ( 2003):CMDCMD (Computer-mediated classroom discussion) (Computer-mediated classroom discussion)is an online forum in which participants is an online forum in which participants co-constructco-constructmeaningmeaning, representing an example of a , representing an example of a social social situationsituation in which in which literacy (reading and writing literacy (reading and writing abilities)abilities) is required to negotiate meaning. is required to negotiate meaning. Knobel & Lankshear, Leu (2005):Knobel & Lankshear, Leu (2005): New literacies: New literacies: thethe dispositions and practices neededdispositions and practices neededto engage with computer-mediated and to engage with computer-mediated and technologically-enhanced information andtechnologically-enhanced information andcommunication tasks.communication tasks.

＊＊ IntroductionIntroductionBrown & LevinsonBrown & Levinson (1987), Morand & Ocker (20 (1987), Morand & Ocker (20

03):03): Politeness as a discourse framework is Politeness as a discourse framework is rooted in the work of rooted in the work of Goffman (1955).Goffman (1955).

cited in Morand & Ocker (2003):cited in Morand & Ocker (2003): In In Goffman’sGoffman’s view, politeness issues arise when view, politeness issues arise when individuals, while Interacting with one another, wantindividuals, while Interacting with one another, wantto to “create certain impressions in others to appear“create certain impressions in others to appearsmooth and competent in their role of performances,smooth and competent in their role of performances,to be perceived as appropriately heedful andto be perceived as appropriately heedful andsupportive of others’ performances.”supportive of others’ performances.”

＊＊ IntroductionIntroduction Brown and Levinson (1987):Brown and Levinson (1987):Three main politeness strategiesThree main politeness strategies(1)positive politeness, showing an (1)positive politeness, showing an appreciationappreciation of ofsomething that the speaker believes the listener something that the speaker believes the listener would like to hear would like to hear (2)(2)negativenegative politeness, attempting to politeness, attempting to reduce anyreduce anyimpositionimposition on the hearers on the hearers

(3)(3)off-record off-record (indirect) (indirect) , making a statement that, making a statement thatthe listener can ithe listener can interpretnterpret either as an imposition or either as an imposition ornotnot

＊＊ IntroductionIntroduction Chun (1994) and Darhower (2002) Chun (1994) and Darhower (2002) found that found that students spent a great deal of time in greetingstudents spent a great deal of time in greetingand leave-taking when interacting in CMD.and leave-taking when interacting in CMD.

Indirect communication was largely used to Indirect communication was largely used to savesavefaceface by the students in order to avoid being by the students in order to avoid beingembarrassed by others’ rejection and disagreement.embarrassed by others’ rejection and disagreement. Four types of cues to an author’s emotions:Four types of cues to an author’s emotions:sound rendering (hehe), physical actions (*kiss*),sound rendering (hehe), physical actions (*kiss*),emphasis (no, I *won’t* go), and emotions such asemphasis (no, I *won’t* go), and emotions such as to indicate a smiling face.to indicate a smiling face.

＊＊ IntroductionIntroduction Schallert and colleagues (2004): Schallert and colleagues (2004):

learning could evidenced from the actuallearning could evidenced from the actual

words students used in the CMD and fromwords students used in the CMD and from

their their self-assessments self-assessments of learning.of learning.

They provided several categories ofThey provided several categories of

learning, learning, clarification, collaborativeclarification, collaborative

expansion, integration,application, andexpansion, integration,application, and

alternative interpretation.alternative interpretation.

＊ ＊ DefinitionDefinition Learning Learning is both is both social social and and personalpersonal, originating in, originating in

interaction with cultural and social practices but interaction with cultural and social practices but

internalized in an active, goal-directed manner.internalized in an active, goal-directed manner. Conflict Conflict

and and disturbance disturbance can act as an impetus for the learningcan act as an impetus for the learning

process (e.g.process (e.g.Almasi, 1995; Chan, Burtis, & Bereitet,Almasi, 1995; Chan, Burtis, & Bereitet,

19971997) and learning is more likely to occur when ) and learning is more likely to occur when

learners hold an engaged, open stance to the newlearners hold an engaged, open stance to the new

ideas being entertained (ideas being entertained (e.g. Guthrie & Wigfield, 2000e.g. Guthrie & Wigfield, 2000).). Learning Learning was evidenced when students was evidenced when students clarified clarified

their existing understandingtheir existing understanding or or offered personaloffered personal

examples of new insightsexamples of new insights they had freshly constructed they had freshly constructed

from reading others’ commentsfrom reading others’ comments

Politeness theory terms :Politeness theory terms :http://en.wikipedia.org/wiki/Politeness_theoryhttp://en.wikipedia.org/wiki/Politeness_theoryThe concepts derive from The concepts derive from Brown and LevisonBrown and Levison

(1987) (1987) and begin with the concept of and begin with the concept of faceface, or the, or the

self-imageself-image of human beings in their social of human beings in their social

interactions. Face wants or needs are said tointeractions. Face wants or needs are said to

drive interactions with others, and drive interactions with others, and face-savingface-saving as as

well as well as face-threateningface-threatening and and losing facelosing face are are

important concerns of all humans.important concerns of all humans.

＊ ＊ DefinitionDefinition

Politeness theory terms :Politeness theory terms : The concern for The concern for face-savingface-saving leads individuals leads individualsto worry about the negative and positive faceto worry about the negative and positive faceneeds of others as they interact with them.needs of others as they interact with them. The positive face of either the speaker (or writer in The positive face of either the speaker (or writer in

an online environment) or hearer (reader) will be an online environment) or hearer (reader) will be threatened if someone must threatened if someone must disagreedisagree with with someone else.someone else.

Anytime a Anytime a face-threatening act (FTA)face-threatening act (FTA) is being is being planned, the speaker (writer) must carefully word planned, the speaker (writer) must carefully word what is said in order to what is said in order to soften the threatsoften the threat or or lessen lessen the risk of losing facethe risk of losing face..

＊ ＊ DefinitionDefinition

Politeness theory terms :Politeness theory terms : Positive politeness strategies are all about Positive politeness strategies are all about redressingredressingthe threatened face needs of the hearer (reader) bythe threatened face needs of the hearer (reader) byimplying what the speaker (writer) is saying doesimplying what the speaker (writer) is saying doesindeed indeed fulfill the needs and wantsfulfill the needs and wants of the hearer (reader). of the hearer (reader). Negative politeness strategies are used to Negative politeness strategies are used to reduce thereduce thethreatthreat to the hearer (reader) by minimizing the seeming to the hearer (reader) by minimizing the seemingimposition of what the speaker (writer) is stating. imposition of what the speaker (writer) is stating. Positive politeness revolves around an Positive politeness revolves around an awareness of awareness of the self-image needsthe self-image needs of the hearer (reader) and of the hearer (reader) andnegative politeness negative politeness reflects an awareness of thereflects an awareness of theautonomy needsautonomy needs of the hearer (reader). of the hearer (reader).

＊ ＊ DefinitionDefinition

RQ1:RQ1: What politeness strategies students What politeness strategies students and their teacher would use in an and their teacher would use in an asynchronous online discussion?asynchronous online discussion?

RQ2:RQ2: What evidence of learning we could What evidence of learning we could find particularly related to the use of find particularly related to the use of politeness strategies?politeness strategies?

RQ3:RQ3: In what ways would the use of In what ways would the use of politeness strategies limit students’ politeness strategies limit students’ learning? learning?

＊ ＊ Research QuestionsResearch Questions

＊ ＊ MethodMethod

◆ ◆ ParticipantsParticipantsthe instructorthe instructorgraduate students — 32 (12M, 20F), graduate students — 32 (12M, 20F),

including 11 interactional students including 11 interactional students (Korea=4, China=3, Taiwan=2, Middle (Korea=4, China=3, Taiwan=2, Middle East=1, and Philippines=1)East=1, and Philippines=1)

＊ ＊ MethodMethod ◆ ◆ procedure procedure

1.Three required online discussion used a web-based 1.Three required online discussion used a web-based

software (Blackboard) to organize and deliver postings.software (Blackboard) to organize and deliver postings.

Students were divided into four groups of seven or eightStudents were divided into four groups of seven or eight

with group reading assignments, such as motivation,with group reading assignments, such as motivation,

learning and social-cultural views which were posted bylearning and social-cultural views which were posted by

the teacher. the teacher.

2.Students were asked to post at least three comments2.Students were asked to post at least three comments

within 36 hours.within 36 hours.

3.The teacher entered into the conversation of all groups 3.The teacher entered into the conversation of all groups

and attempted to respond to every student at least once.and attempted to respond to every student at least once.

◆ ◆ Data Sources and Classroom ActivitiesData Sources and Classroom Activities(From the second discussion) (From the second discussion) Three data sources: Three data sources: (1)The printout of the written discussion of a(1)The printout of the written discussion of a

ll four groups(44 messages for G1, 50 for G2,ll four groups(44 messages for G1, 50 for G2, 56 for G3, and 46 for G4) 56 for G3, and 46 for G4)

(2)The transcript of a follow-up, in-class acti(2)The transcript of a follow-up, in-class activity designed by the teachervity designed by the teacher

(3)The assigned self-analysis essays the stu(3)The assigned self-analysis essays the students turned in at the end of the semesterdents turned in at the end of the semester

＊ ＊ MethodMethod

◆◆ Data AnalysisData Analysis (1)Transcripts of the written conversation—dev(1)Transcripts of the written conversation—dev

eloping a codebook for the 25 politeness strateeloping a codebook for the 25 politeness strategies—15 positive and 10 negative adapted from gies—15 positive and 10 negative adapted from Brown and Levinson(1987) for the written onlinBrown and Levinson(1987) for the written online medium.e medium.

(2)Transcripts of oral in-class activity—looking (2)Transcripts of oral in-class activity—looking for instances of students indicating the politenfor instances of students indicating the politeness constraints or issues of face saving and hoess constraints or issues of face saving and how they were describing the kind of learning hapw they were describing the kind of learning happened during discussion and in-class activity.pened during discussion and in-class activity.

(3)Self-analysis essays—students were asked t(3)Self-analysis essays—students were asked to describe their own experience of the discussio describe their own experience of the discussion and to response to open-ended questions.on and to response to open-ended questions.

＊ ＊ MethodMethod

◆◆ Part 1: Politeness strategies Part 1: Politeness strategies (1)Politeness is a special concern in a CMD (1)Politeness is a special concern in a CMD environment.environment.(2)The different politeness strategies were not all(2)The different politeness strategies were not allused to an equal degree.used to an equal degree.(3)Positive politeness strategies were used almost(3)Positive politeness strategies were used almosttwo times more often than positive strategies in two times more often than positive strategies in the particular online written discussion. Positive the particular online written discussion. Positive politeness strategies are invoked what the writerpoliteness strategies are invoked what the writerchoose wording to indicate he or she is choose wording to indicate he or she is addressing the self-image needs or wants of the addressing the self-image needs or wants of the reader.reader.

＊ ＊ ResultsResults

◆◆ Part 2: Politeness strategies Facilitating Learning Part 2: Politeness strategies Facilitating Learning

Encouraging deeper thinking and reorgaEncouraging deeper thinking and reorganization. nization.

Increasing students’ willingness to particIncreasing students’ willingness to participate by creating a safe environment.ipate by creating a safe environment.

Motivating students’ participation by fulfiMotivating students’ participation by fulfilling students’ desire to receive feedback lling students’ desire to receive feedback for their ideas and questions.for their ideas and questions.

＊ ＊ ResultsResults

◆◆ Part 3: Politeness Strategies Impeding LearningPart 3: Politeness Strategies Impeding Learning From “From “self-analysis essay dataself-analysis essay data”: Students ”: Students frequently reported their concerns about saving frequently reported their concerns about saving face led them not to state their students’ thoughtsface led them not to state their students’ thoughtsand feelings ,decreased some students’ and feelings ,decreased some students’ participation in the discussion and even affected participation in the discussion and even affected the length of messages.the length of messages. From “From “in-class activity for G3in-class activity for G3”: Students want to”: Students want tosave their own and the reader’s face, they save their own and the reader’s face, they negotiate meaning and even challenge ideas. The negotiate meaning and even challenge ideas. The negotiation process may become thwarted or negotiation process may become thwarted or stopped altogether, and learning may be hindered. stopped altogether, and learning may be hindered.

＊ ＊ ResultsResults

＊ ＊ DiscussionDiscussionConclusion:Conclusion: 1. Politeness framework was useful in understand1. Politeness framework was useful in understand

ing the processes learners experience as they coing the processes learners experience as they construct ongoing discourse.nstruct ongoing discourse.

2. The use of politeness strategies can motivate s2. The use of politeness strategies can motivate students’ participation in the learning process. A students’ participation in the learning process. A safe environment is also importantafe environment is also important

3. Politeness strategies were intricately interwove3. Politeness strategies were intricately interwoven in the discourse used by students, sometimes fn in the discourse used by students, sometimes facilitating and sometimes interfering with the neeacilitating and sometimes interfering with the needs students had to negotiate their incipient underds students had to negotiate their incipient understandings of difficult course constructs.standings of difficult course constructs.

＊ ＊ DiscussionDiscussion Implication:Implication: 1.Politeness strategies are commonly used in 1.Politeness strategies are commonly used in

daily life, we have to note even in the “private” daily life, we have to note even in the “private” data source, the students’ retrospective think-data source, the students’ retrospective think-loud and their self-analysis essays, it’s possible loud and their self-analysis essays, it’s possible that students also applied politeness strategies that students also applied politeness strategies and may not have said all that they wanted to and may not have said all that they wanted to say.say.

2. In future research, it would be interesting to 2. In future research, it would be interesting to determine whether politeness is differently determine whether politeness is differently influential in different language/culture groups.influential in different language/culture groups.