Positive Politeness in Practice: A Conceptual Study of Agreement Strategies Among Jordanian EFL Students and Professors

Abstract

This paper presents an in-depth investigation into the use of positive politeness agreement strategies among Jordanian EFL students and their professors. Drawing on politeness theory, the study specifically examines how various cultural norms and social expectations within the Jordanian context influence the selection and deployment of these strategies in academic interactions. The primary aim of this research is to identify, categorize, and analyze the specific positive politeness agreement strategies that are employed by both students and professors, thereby shedding light on the intricate mechanisms of face-saving and relational harmony in their linguistic exchanges. A qualitative methodology was adopted to capture the nuances of naturalistic interaction. Data collection involved systematic note-taking during naturally occurring classroom and advisement interactions, supplemented by semi-structured interviews with a selected sample of participants to elicit their perceptions and rationales behind their strategy choices. The study population comprises English and translation students and professors from Jerash University in Jordan. This research posits a central hypothesis: that both Jordanian professors and students consciously or unconsciously utilize a diverse array of positive politeness agreement strategies as a means of 'saving face' – maintaining their own positive self-image and acknowledging that of their interlocutors – throughout their academic interactions. The anticipated findings are expected to delineate the most prevalent and culturally salient positive politeness agreement strategies employed by both participant groups, offering significant insights into the sociolinguistic dynamics of educational settings in Jordan. Ultimately, this study aims to contribute to the broader understanding of cross-cultural communication, politeness phenomena, and the pedagogical implications for EFL education in similar cultural contexts.