Advice and Suggestion Giving as Related to Politeness Strategies Used in Post-Observation Meetings in Universities in Egypt

نوع المستند : المقالة الأصلية

المؤلفون

Department of English Language and Literature, Faculty of Arts, Cairo University

المستخلص

Post-observation meeting (POM) is a meeting held between a teacher who has recently been observed in the classroom, with a supervisor in order to discuss specific events that occurred in the classroom during the observation. During the meeting, the supervisor provides the teacher with comments in order to enhance the teacher’s professional development. In POMs, speech acts such as advice and suggestion giving are common; however, these speech acts may represent a source of anxiety for all participants involved, including the supervisors, who are assumed to possess more power than their teachers. Accordingly, different politeness strategies are employed in order to mitigate face threatening acts (FTAs) used to deliver feedback in POMs. Adopting Brown and Levinson’s (1978, 1987) politeness theory and Vásquez’s (2004) model, this study adopts a mixed method exploratory design that linguistically analyzes the politeness strategies related to advice and suggestion giving during 42 POMs conducted by ten supervisors in three universities in Egypt. Data analysis revealed that supervisors manipulated almost all politeness strategies proposed by Brown and Levinson, as well as all linguistic expressions related to these politeness strategies proposed by Vásquez. The results entailed that supervisors were very cautious while using these expressions with their instructors.
تصنف اللقاءات اللاحقة للملاحظات الصفية على أنها مقابلات يقوم بها المشرف الذي قام لتوه بزيارة أحد المعلمين خلال محاضرته بالتحدث إلى المعلم لمناقشته في بعض النقاط التي لاحظها أثناء شرحه، مقدماً تعليقاته ومسديا نصائحه التي تساهم في دعم مسيرة المعلم المهنية. يقوم المشرف أثناء تلك المقابلات باستخدام أفعالأ كلامية تقدم مقترحاً أو تسدى نصحاً كإجراء طبيعي يهدف إلى تعزيز قدرات المعلم التعليمية، لكن بالرغم من ذلك ربما تمثل تلك الأفعال الكلامية مصدراً لقلق لجميع المشاركين أثناء هذه المقابلات بما في ذلك المشرف الذي من المفترض أن يتمتع بسلطة أكبر من معلميه داخل مؤسسته التعليمية. بناءاً على هذا يتم توظيف استراتيجيات لياقة معينة لتخفيف حدة الأفعال المستخدمة في تقديم تغذية راجعة أثناء اللقاءات اللاحقة للملاحظات الصفية. تقدم هذه الدراسة تحليلاً لغوياً لاستراتيجيات اللياقة الخاصة بإسداء النصح وتقديم المقترحات المستخدمة في المقابلات لاثنتي وأربعين مقابلة قام بها عشرة مشرفون في ثلاث جامعات في مصر. استخدمت الدراسة نظرية اللياقة في الحديث التي قدمها كلاً من براون وليفنسون (1978 ، 1987) ونموذج فاسكيز (2004) لتحليل الخصائص اللغوية المستخدمة عند استخدام نمط معين لتخفيف حدة الأفعال المستخدمة أثناء المقابلات اللاحقة للملاحظات الصفية. وقد أظهرت نتائج التحليل باستخدام المنهج المختلط الاستكشافي استخدام المشرفين لجميع إستراتيجيات اللياقة تقريبا مما يعني حرصهم الشديد إثناء عقد تلك المقابلات.

الكلمات الرئيسية

الموضوعات الرئيسية


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