Abstract
Foreign language learners "may encounter themselves in a difficult position when they have to interact with native speakers, because they have received extensive training in grammar, listening and speaking, reading and writing, but not in the pragmatic elements that are a significant part of the language” and which cause “learners encounter pragmatic differences that may challenge the understanding of the language”, Castillo (2009:8).
The current presentation addresses the theory of face and politeness as one of the pragmatic devices (politeness) which differs from one culture to another. Redmond (2015:2) noted that "when interacting with another person we present a particular face; a positive face (the desire to be seen as competent and desire to have our face accepted) and a negative face (a desire for autonomy and to preserve the status quo)". Also, "face-threatening acts occur which cause a loss of face (damage our positive face) leading to the use of face-work strategies to repair and restore our face". Accordingly, this presentation provides an analysis of how positive and negative face, and face threatening acts are presented in the spoken Arabic discourse, with speakers of different Arabic dialects, as appearing in a number of various Arabic talk shows addressing social, political, and cultural topics. Findings of this research would help demonstrate a useful framework and methodology that other foreign language teachers can use to teach politeness and face-saving strategies more effectively, given that, "textbooks rarely include pragmatic information”, O’Keeffe et. al (2011:139).
Author Information
Mona Hassan, American University in Cairo, Egypt
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