EFL Research Articles through the Lens of Pragmatic Politeness

Abstract

This analysis examines how four Research Articles in the field of English Language Teaching represent the teaching – learning context they investigate. Using the concepts and categories of pragmatic politeness, it examines how participants’ ‘face’ is considered in the description of their practice and in the formulation of the authors’ claims, and how the authors position themselves with respect to the research and practice contexts represented in their texts. The analysis indicates a systematic process at work in dealing with the face needs of practitioners in these kinds of research reports. At the same time it also points to differences in the weighting the authors give to the research and practice contexts in their texts, revealing differences in their approach to research.