A Pragmatic Analysis of (Im)Politeness Strategies in Lecturer-Student Academic Interactions in College of Education, Minna

Abstract

Effective communication between lecturers and students is crucial for a conducive academic environment. Politeness and impoliteness strategies play a significant role in shaping these interactions. It is essential to understand how these strategies are employed and their impact on academic engagement. Despite the importance of politeness and impoliteness, there is a lack of comprehensive research specifically focused on lecturer-student interactions within the context of the College of Education in Minna, Niger State. This study explores politeness and impoliteness strategies, contextual factors, and their impact on academic engagement. The study employs a qualitative content analysis approach.  The study draws upon Brown and Levinson's politeness theory, which provides a framework for understanding how individuals manage face-threatening acts through linguistic strategies. The findings reveal a complex interplay of politeness and impoliteness strategies in lecturer-student interactions. Positive politeness strategies are employed to establish rapport and mitigate potential face-threatening acts, while negative politeness strategies are utilised to navigate power dynamics and maintain social harmony. However, impoliteness, such as condescension and dismissal, can detrimentally impact academic engagement and student motivation. Understanding the dynamics of politeness and impoliteness in lecturer-student interactions can lead to improved communication, enhanced academic engagement, and a more supportive learning environment at the College of Education, Minna, Niger State.