Subject: Languages and literature
Year: 2025
Type: Conference or Workshop Item
Type: PeerReviewed
Title: Intercultural Pragmatics and Politeness in Language Education: A Case Study of Student Communication in a Multilingual Higher Education Context
Author: Ivanovska, Biljana
Author: Xhaferri, Gzim
Abstract: Abstract: This study explores the role of politeness strategies in academic communication among university students of different ethnic backgrounds in North Macedonia. Grounded in the seminal framework of Brown and Levinson’s (1987) politeness theory—distinguishing between positive and negative face—the research examines how pragmatic behavior varies between Macedonian and Albanian students when navigating face-threatening acts such as requests, disagreements, and feedback in academic settings. Complementary perspectives from intercultural pragmatics (Scollon & Scollon, 2001; Spencer-Oatey, 2008) and contextualized politeness theories (Lakoff, 1973; Watts, 2003) enrich the analysis by addressing cultural variability and the interactional nature of politeness. North Macedonia offers a unique multilingual and multiethnic academic environment where Macedonian, Albanian, and Turkish languages coexist alongside English and German as foreign academic languages. In this complex sociolinguistic context, communication is not only about language proficiency but also about navigating cultural expectations, power dynamics, and social roles. The research seeks to understand how ethnicity and language background shape students’ pragmatic preferences and perceptions of politeness in academic interactions. Using a qualitative approach, the study involved 60 students (30 Macedonian and 30 Albanian) from language departments at two public (partly private) universities. Data were collected through written scenarios, semi-structured interviews, and reflective logs. Results show consistent differences in communication behavior: Albanian students exhibit a stronger preference for negative politeness strategies, reflecting cultural values of deference and group harmony, while Macedonian students more frequently adopt direct but respectful communication, emphasizing clarity and pragmatic efficiency. These patterns are evident in how students formulate requests, manage disagreement, and engage in peer interaction. The findings highlight the significance of intercultural pragmatics in academic discourse and underscore the need for educational practices that support pragmatic competence across cultural lines. By offering insight into the intercultural dynamics of politeness, this study contributes to fostering inclusive, respectful, and effective communication in diverse academic settings. Key words: intercultural communication, politeness strategies, negative politeness, directness, academic communication Field: Humanities
Publisher:
Relation: https://eprints.ugd.edu.mk/36485/
Identifier: oai:eprints.ugd.edu.mk:36485
Identifier: https://eprints.ugd.edu.mk/36485/2/Thessaloniki%2C2025%20%281%29.pdfIdentifier: https://eprints.ugd.edu.mk/36485/3/PROGRAM%20PEREA%2025%20%281%29.pdfIdentifier: Ivanovska, Biljana and Xhaferri, Gzim (2025) Intercultural Pragmatics and Politeness in Language Education: A Case Study of Student Communication in a Multilingual Higher Education Context. In: 50th International Scientific Conference: The power of knowledge, 02-05 Oct 2025, Perea-Thessaloniki, Republic of Greece.
