Exploring Saudi Female EFL Learners’ Use of Politeness Strategies: A Linguistic-Pragmatic Analysis of Student Writing-Based Evidences

Abstract

The present study is an attempt to analyze Qassim University EFL learners’ linguistic-pragmatic competence of “politeness strategies”. It explores how EFL learners use “politeness strategies” in lengthy written responses on a variety of topics selected by them. This study uses Brown and Levinson’s (1987) Politeness Theory as the primary framework. A comparative analysis of texts authored by twenty four female students in an EFL setting at Qassim University, Saudi Arabia was employed to accomplish the study's objective. To analyze “politeness strategies”, a qualitative content analysis was used. The findings show that while verbal agreement and shows of solidarity are common positive politeness (49%) methods used by students, on-record (10%), off-record (6%), negative politeness (13%), and baldly without redress action (22%) strategies are less common. Underdeveloped sensitivity to formality and moderation is the outcome of pragmatic transfer from Arabic norms, as seen by frequent directness and repetition. The results emphasize the necessity of providing clear education in pragmatic awareness, especially with relation to tone, mitigation, and audience consideration in academic writing. The study argues for more explicit training in pragmatic awareness in university-level curriculum and indicates that pragmatic competence is a crucial but underdeveloped component of EFL writing. Finally, the study concluded with helpful recommendations for further research and pedagogical implications that highlight how these “politeness strategies” might assist students in transitioning from literal accuracy to writing that is pragmatically appropriate.