Referential and non-referential (im)politeness

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Haruko Minegishi Cook

Honorifics are non-referential indices that are generally understood as polite linguistic forms. Why do speakers use honorifics when they express a face-attacking referential message? Brown and Levinson’s politeness theory (1987) explains that the use of honorifics is a negative politeness strategy that mitigates an FTA (face-threatening act). However, the reason why honorifics co-occur with a face-attack probably involves more than mitigating an FTA. This article deals with a case of institutional impoliteness by examining a Japanese company’s new employee orientation discourse. This is a context in which impoliteness is ideologically legitimised and often deployed. At the same time, the goal of the orientation is to train new employees to behave in an extremely polite manner. By qualitatively analysing the speech of the trainer of a new employee orientation, this article concludes that the trainer’s use of honorifics while attacking the positive face of the new employees is a way of resolving the conflicting demands of a Japanese company. This article contributes to (im)politeness research in that it points to the importance of distinguishing referential and non-referential (im)politeness.

2019 ◽  
Vol 13 (5) ◽  
pp. 516-538 ◽  
Author(s):  
Piia Mikkola ◽  
Esa Lehtinen

This study aims to uncover the processes of interaction through which knowledge acquisition in new employee orientation is monitored and controlled. Using video-recordings of orientation lectures as data, the study focuses on question–answer sequences in which the lecturer’s question probes into the state of the employees’ knowledge; in particular, it looks at the third turn of the sequence, in which the lecturer comes to a conclusion concerning the participants’ knowledge. This is shown to be an unavoidably practical accomplishment, which is contingent on both the often ambivalent responses of the participants and the design of the knowledge-probing question. Also, the lecturer orients to being responsible for providing the employees with the necessary knowledge that they do not have. The study contributes to discussion of the interactional organization of knowledge in institutional settings, and it sheds light on the pros and cons of lectures as interactional encounters.


2011 ◽  
Vol 23 (5) ◽  
pp. 349-354 ◽  
Author(s):  
Jose M. Acevedo ◽  
George B. Yancey

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