PRAGMATIC PATTERNS OF POLITENESS IN UZBEK AND ENGLISH CLASSROOM COMMUNICATION: A CROSS-CULTURAL PERSPECTIVE
DOI:
https://doi.org/10.5281/Keywords:
linguistic politeness; pragmatics; classroom discourse; address terms; request strategies; teacher authority; cross-cultural communication.Abstract
This study examines pragmatic patterns of politeness in Uzbek and English classroom communication from a cross-cultural perspective. It identifies how forms of address, requests, feedback, and turn-taking index respect and authority. Using discourse-pragmatic analysis of classroom interactions and metapragmatic comments, it compares strategies and their pedagogical effects. The novelty lies in mapping recurrent politeness templates to classroom goals and reducing misinterpretation risks.
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