How Speech Acts Construct Polite Communication in Lecture Class Activities

Abstract

This study examines how politeness is constructed and maintained through verbal communication between lecturers and students during classroom activities. Drawing on pragmatic theory, specifically politeness and speech act theory, this study aims to understand how language functions socially in the context of classroom interactions. The analysis of classroom discourse identifies linguistic strategies that encourage mutual respect, cooperation and understanding. Data were obtained through classroom observations and recorded interactions, which were analyzed qualitatively to reveal patterns of polite language use. The results demonstrate that polite communication is manifested through indirect expressions, mitigation strategies, positive feedback and respectful forms of address. Lecturers predominantly use positive politeness strategies to manage authority while encouraging student participation. The study concludes that polite communication in classroom learning activities supports effective teaching and learning processes, strengthens interpersonal relationships, and creates an inclusive educational environment.