This is a case study which uses the theoretical framework of Penelope Brown and Stephen Levinson's Politeness Theory to analyze the perceived changes in classroom discourse in the University of Tirana, Albania since the fall of communism and throughout the process of transition to a western democracy with the purpose of examining the assumptions that govern classroom discourse in general and the discourse of authority negotiation in particular. Levinson and Brown argue that all competent adult members of a society have certain rational capacities that allow them to derive from their ends the appropriate linguistic strategies. Thus, the discourse produced during any kind of social interaction reflects linguistic strategies that have been chosen based on upheld assumptions about the social rules that govern the interaction. This is particularly evident in how speakers handle Face Threatening Acts. I argue that in a cultural intersection, the confluence of different social systems results in a re-examination of the social assumptions that drive the choices of linguistic acts in each system. Speakers who become exposed to choices that are conventional in a foreign system but disruptive in theirs can and do question the reasons behind this difference and even conscientiously renounce or challenge one set of assumptions in favor of another. I suggest that the analysis of changes in classroom discourse in Albania---as perceived by the eleven students who were interviewed for this case study---sheds significant light on the assumptions that govern classroom discourse in the United States.Is this essay supposed to contain our own thoughts on a certain subject? Do you want us to mentally explore a topic? I was reading some of the comments that you left for people in our class about their essays and it made me think of another anbsp;...
|Title||:||When East Meets West: Examining Classroom Discourse at the Albanian Socio-political Intersection|
|Publisher||:||ProQuest - 2007|