Gender and Politeness in an ESL Language Academic Context Research Paper

Gender and Politeness in an ESL Language faculty member Context - Research Paper ExamplePoliteness made by non- primaeval English speakers varies depending on the language background of an individual. This may be studied through ranking and contextualizing conditions. The use of semantic features is key in this analysis in the theoretical literature. There exists a correlation between native English speakers and non-natives. When it comes to politeness there is an evident perception of the high level of politeness among non-native speakers than native speakers. This is an indication of oversensitivity to semantic property forms. The hierarchy of politeness indicates that there should be contrastive grammatical patterns emphasis when handling natives and non-natives in an educational environment (Leavell & Hong-Nam 2006). There are cultural values that still implicit in a radical of non-native authors. Through a review of four principles of and practices, the individualism of the non-native authors may be determined in term of voice, critical thinking and peer reviews of the texts. A comparison of the findings made with those of native indicates a variation in politeness. The cultural approaches adopted by non-native speakers may non comport with the principles and practices in different ways. The cross-cultural physical report research rationale leads to self-knowledge of non- native speakers. In writings make by non-native speakers, there are a great deal inappropriate elements evident in the pieces of writing according to judgments made by teachers or lecturers who are native speakers. An analysis of essays written by non-native speakers supports the view that the aspect of politeness dominates among non-native speakers. The choice of words with unintended results does not depict rationality for readers. The advancement of factual claims in linguistics within the word sentence and beyond indicates politeness. Through a study that involves investiga tions on interaction styles, videotaped compositions for non-English native speakers was conducted. This was do for consecutive weeks and the individual videotaped were met for interviews. This was done for Chinese and Spanish speaking students for comparison. A recursive examination of the patterns and themes in the language command and characteristics for the students was done (Atkinson & Ramanathan 1999). The Chinese scripts reflected a social goal while in maintaining harmony in the group. This included a high level of politeness in the group. The Chinese students always appear to be reluctant in initiating comments. At any point they made comments they appeared to be careful about making mistakes in their composition and speech. The monitoring of self-led to the evasion of criticism from peers who are native speakers. They also appeared to avoid disagreement with comments made by peers in the writing. The reason behind the position taken by non- native speakers is the lack of confidence among the students compared to different students who are native speakers. The Chinese students opt to use polite words for acceptance among peers. The language development strategy applied by students who are not English native speakers include the application of different linguistic backgrounds and culture. The key consideration is the interpersonal communication skills that encompass knowledge in cognitive faculty member language proficiency. There are differences applied across gender and nationality in becoming proficient in English. According to Snow, Met, & Genesee (2012), the use of metacognitive strategies and memory strategies aids in the learning process.