Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom

Researches on feedback approaches in second language writing have given various suggestions on how teachers should improve student writing but teachers grapple with how best to provide effective written feedback to the students without threatening learning relationships. Teachers can use face threat...

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Main Author: Namit, Tanya
Format: text
Published: Archīum Ateneo 2019
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Online Access:https://archium.ateneo.edu/theses-dissertations/357
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Institution: Ateneo De Manila University
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spelling ph-ateneo-arc.theses-dissertations-14832021-09-27T03:00:04Z Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom Namit, Tanya Researches on feedback approaches in second language writing have given various suggestions on how teachers should improve student writing but teachers grapple with how best to provide effective written feedback to the students without threatening learning relationships. Teachers can use face threat mitigation strategies. This study investigates the role of face threat mitigation in written feedback on student compositions in an English language classroom. Using Brown and Levinson‘s Politeness Strategy as a framework for studying FTMs in teacher‘s written feedback, it looks at the extent on the teachers‘ use of FTM techniques in giving written feedback in compositions and their underlying reasons for using these strategies or techniques. The data shows that although more comments of praise and criticism were unmitigated, teachers use some forms of FTM techniques and strategies such as suggestions, hedges, paired acts, in- group language or personal attribution, and interrogative statements on their written feedback to soften criticism of their students‘ written works. The data also indicates that the teachers are still focused on error correction feedback in written works. Teachers make use of face threat mitigating strategies in order to bridge the ―social distance‖ between them and their students, to motivate them to write, to empathize with them, to express solidarity, to suggest corrections which will not offend the students, and to cushion criticisms of their student‘s works. 2019-01-01T08:00:00Z text https://archium.ateneo.edu/theses-dissertations/357 Theses and Dissertations (All) Archīum Ateneo written feedback, face threatening acts, face threat mitigation
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic written feedback, face threatening acts, face threat mitigation
spellingShingle written feedback, face threatening acts, face threat mitigation
Namit, Tanya
Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom
description Researches on feedback approaches in second language writing have given various suggestions on how teachers should improve student writing but teachers grapple with how best to provide effective written feedback to the students without threatening learning relationships. Teachers can use face threat mitigation strategies. This study investigates the role of face threat mitigation in written feedback on student compositions in an English language classroom. Using Brown and Levinson‘s Politeness Strategy as a framework for studying FTMs in teacher‘s written feedback, it looks at the extent on the teachers‘ use of FTM techniques in giving written feedback in compositions and their underlying reasons for using these strategies or techniques. The data shows that although more comments of praise and criticism were unmitigated, teachers use some forms of FTM techniques and strategies such as suggestions, hedges, paired acts, in- group language or personal attribution, and interrogative statements on their written feedback to soften criticism of their students‘ written works. The data also indicates that the teachers are still focused on error correction feedback in written works. Teachers make use of face threat mitigating strategies in order to bridge the ―social distance‖ between them and their students, to motivate them to write, to empathize with them, to express solidarity, to suggest corrections which will not offend the students, and to cushion criticisms of their student‘s works.
format text
author Namit, Tanya
author_facet Namit, Tanya
author_sort Namit, Tanya
title Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom
title_short Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom
title_full Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom
title_fullStr Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom
title_full_unstemmed Face Threat Migitation in Written Feedback on Student Compositions in an English Language Classroom
title_sort face threat migitation in written feedback on student compositions in an english language classroom
publisher Archīum Ateneo
publishDate 2019
url https://archium.ateneo.edu/theses-dissertations/357
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