Impoliteness Strategies in Lecturer-Student Classroom Discourse


  • Chinwe V. Udoh
  • Nwaoboli T. Ugochukwu


Impoliteness strategies, classroom dynamics, power dynamics, face threatening act, rapport management


This study delves into the dynamics of lecturer-student classroom discourse in Delta State University Abraka, with a specific focus on the manifestation of impoliteness strategies and their impact on learning environments. This study is motivated by the need to understand and effect politeness strategies that can mitigate constant quarrel and misunderstanding in lecturer-student communication. Drawing on Jonathan Culpeper's theory of impoliteness model, this study employs a purposive sampling technique to generate 5 different natural occurring speech situations of lecturer-speech encounter. Data 1 reveals overt impoliteness strategies employed by a lecturer, leading to a hostile learning environment and potential long-term consequences for student attitudes and academic performance. In contrast, Data 2 illustrates a positive and respectful discourse, emphasizing that impoliteness is not universally present in educational settings. However, Data 3 paints a contrasting picture, highlighting the disruptive force of impoliteness and its potential to hinder effective communication and student engagement. Data 4 reveals that the lecturer utilizes bald on record and negative impoliteness, employing sarcasm and dismissive responses that may hinder student engagement and create a tense classroom atmosphere. Data 5 reveals a contrasting scenario where the lecturer refrains from bald on record and negative impoliteness, fostering a positive learning environment through the encouragement of student participation and supportive communication. These findings underscore the need for educators to adopt communication styles that prioritise respect and inclusivity to foster positive learning environments.




How to Cite

Udoh, C. V., & Ugochukwu, N. T. (2024). Impoliteness Strategies in Lecturer-Student Classroom Discourse. AWKA JOURNAL OF ENGLISH LANGUAGE AND LITERARY STUDIES, 10(1), 246–267. Retrieved from