Volume 18, Issue 2

This study investigates the interwoven relationship between the metadiscourse of (im)politeness, language ideologies, and identity. It examines YouTube comments on a video recording of a controversial incident in Taiwan in which a Taiwanese American, J, insulted a bus driver in English, a marked language choice in the local context. It was found that J’s abusive language and his language choice being English were the top sources of offense as expressed in the comments, and four main strands of language ideologies are identified accordingly. We see the taking of offense in the critical comments as social actions in two senses: each comment is an individual pragmatic act sanctioning a perceived moral transgression, while, collectively, the comments serve as a discursive space where language ideologies are shaped, contested, and reinforced. We further explore how various identities, such as “foreigner”, “ABC”, and “Taiwanese” are discursively constructed in the process of impoliteness assessment and how the perceived attack on the driver’s social identity face is motivated by J’s perceived identities and presumed language proficiency. We argue that the shift in focus to the evaluativity of (im)politeness makes it possible to bring (im)politeness research and sociolinguistics closer to each other.

This paper attempts to investigate Chinese celebrities’ metapragmatic management of rapport and impression, as indicated by their use of honesty markers such as shuoshihua (literally, ‘to tell the truth’) in their candid utterances in an interview setting. Based on naturally occurring data, it is found that Chinese celebrities tend to use honesty markers across various interactional contexts when they perform a number of situationally unexpected relational acts such as disclosing a bias, disagreeing with co-participants, complimenting another celebrity, conveying gratitude to one’s critic, and self-praising. As these acts of the celebrities’ risk threatening the rapport they have with others involved in or outside of the interaction, and triggering some negative impressions of themselves, this article suggests that their use of the honesty markers might reflect their metapragmatic awareness of the risks involved and hence their efforts to manage rapport and impression, by placing significant emphasis on their sincerity.

Drawing on linguistic impoliteness, this paper examines offence giving and taking in Twitter Diplomacy in the Middle East, explicating how Twitter affordances shape the context in which offence can be employed strategically in diplomatic communication. The dataset includes all the tweets posted by the Iranian Foreign Minister over a period of 10 years (totaling 659 tweets). The argument expounded in this paper is based on two assumptions. First, impoliteness notions can be effective in analyzing and theorizing diplomatic Tweeting in the times of crisis. Second, diplomatic offence can be employed to manage conflicts and legitimize foreign policies. The results show that diplomatic offence is characteristically explicit, which is vital to index the offender’s disaffiliation from the target’s values. Offence giving is used to present self-image through attacking the adversary’s identity or values, whereas offence taking is utilized to moralize international politics through foregrounding the adversary’s moral idiosyncrasies or legal violations. In effect, diplomatic offence is used to do impression management that aims at gaining moral capital. Twitter affordances allow the affective and moral stances associated with offence giving and taking to be publicized to online and offline audience, encouraging them to align with the producer’s values and political standing.

This article investigates online metacommunication about politeness and second-person pronouns in Peninsular Spanish. I propose a framework that integrates a discursive approach to politeness, speech codes theory, and dialogism to capture emically the contested nature of politeness at the cultural level. The analyses show two oppositional codes of address: Las formas ‘manners’ presumes that the use of usted (formal-second person pronoun) is the default polite way to enact respect towards societal hierarchical structures. El tuteo ‘the act of addressing somebody as you [tú] ’ presumes that respect is not inherent in terms of address or an obligation towards hierarchy; instead, respect is owed to all people and earned through one’s actions. These codes co-exist in tension and their respective meanings stem from how they articulate with each other. I conclude that online metacommunication provides new affordances to study politeness and speech codes.

The present study investigates the role of proficiency in the development of second language (L2) Chinese learners’ ability to negotiate refusals of invitations and offers in conversational interactions. Fifty-four American English learners of L2 Mandarin Chinese at three proficiency levels, and 22 native speakers, completed a four-item naturalized roleplay task. Findings suggest positive effects of proficiency on L1 American English L2 Chinese learners’ production of refusals at both actional and interactional levels, though different aspects of their pragmatic competence may not develop in parallel. NSs and learners across proficiency levels had access to a similar range of refusal strategies, but learner production showed a more target-like context-specific combination of refusal strategies with increasing proficiency. The effect of proficiency can also be observed on learners’ acquisition of sequential organization of refusals, in terms of delay and discourse patterns, in various context. Nevertheless, it is still unclear at what point along the developmental trajectory learners are sociopragmatically competent enough to show consistent orientation towards the hearer in their refusals as NSs do.

The present study examined the differences between Mandarin Chinese and Australian English in email refusals. An email production questionnaire (EPQ) and retrospective verbal reports (RVR) were used to collect data. Results showed that while both groups preferred directness to indirectness at the utterance level, Chinese participants used indirectness significantly more frequently than Australian participants in refusals of requests. In addition, Chinese refusals were more indirect than Australian refusals at the discourse level. Chinese participants chose significantly more supportive moves than Australian participants and tended to put multiple supportive moves before the direct head act in refusals of either invitations or requests. The two groups also differed considerably in the content of refusal strategies. Moreover, both the EPQ and RVR data showed that Chinese were more sensitive to social status than Australians. The findings of this study were broadly consistent with studies on refusals in oral communication despite some differences.

Keqi is a politeness1-related metalexeme in both historical and contemporary Chinese. It is often understood as synonymous to the etic metalexeme “polite”. This article explores the meaning of keqi in historical Chinese by delineating the shared characteristics of the verbal and non-verbal behaviors that are interpreted as keqi in participants’ metapragmatic comments (99 cases of bubi keqi, 66 cases of buyong keqi , and 16 cases of bie keqi ) in historical Chinese and by analyzing how the practice of keqi impacts the ongoing interaction. We find that the practice of keqi should be understood as a type of relational ritual and that it can be understood as a ritual frame indicating practice which indicates an emergent standard situation. As a metalexeme, keqi is different from politeness in that it is associated with the operation of ritual frame indication in a behavioral act, while politeness is associated with the operation of other-attentiveness. In cases where both the operations are possible, the interpretation of a behavior as keqi or polite depends on which operation is more salient to the recipient.

Language teachers experience a range of challenges unique to the cultural and social contexts in which they work. To negotiate these challenges and facilitate language acquisition, teachers draw on linguistic and sociocultural knowledge of the L1 and L2. United by a desire to develop and/or maintain positive aspects of face, students and their teachers employ culturally, socially and individually informed communicative strategies and behaviour to demonstrate individual worth and maintain classroom appropriateness. In this study, we analyzed the insights and practices of experienced and less experienced English native-speaker teachers (ENSTs) working with Japanese university students to identify challenges encountered within the classroom. The experienced language teachers (ExTs) identified a diverse array of challenges including student mental health, teacher fatigue and assessment transparency. In contrast, the less experienced teachers (LExTs) agreed that key challenges were student silence, use of the L1, and students sharing information. Focusing on the themes identified by the LExTs, we observed student/teacher interaction during learning activities and isolated the linguistic practices and behaviours employed by both groups of teachers. Through examining classroom exchanges we hope to arrive at a deeper understanding of the linguistic politeness strategies employed by ENSTs and potential implications for the negotiation of face.