1. Functions of Speech
1. Expressive 2. Directive 3. Informative (Referential) 4. Metalinguistic 5. Poetic 6. Phatic 7. Heuristic 8. Commissive 9. Performative (Declarative)
Holmes, Janet An Introduction to Sociolinguistics, 4th edition. London: Pearson, p. 273.
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2. Politeness Tips (Norms, Rules)
 Learn to assess Social Distance, Relative Social Status, Formality of Context/Situation
 “In general, imperatives are used between people who know each other well or to subordinates.”
 “Clearly[,] getting what you want from someone else requires knowledge of the norms [rules] for expressing yourself appropriately in the relevant socio-cultural context. A successful outcome can reflect a real sociolinguist accomplishment.
 Learn politeness routines (e.g., please, thank you)
 Learn / use appropriate naming conventions
Holmes, Janet An Introduction to Sociolinguistics, 4th edition. London: Pearson, pp
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3. Politeness 1
“Generally speaking politeness involves taking account of the feelings of others. A polite person makes others feel comfortable.” (3rd ed. 281) “Being linguistically polite is often a matter of selecting linguistic forms which express the appropriate degree of social distance or which recognise relevant status of power differences.” (2nd ed., 258) OR: “Being linguistically polite involves speaking to people appropriately in the light of their relationship to you. Inappropriate linguistic choices may be considered rude.” (3rd 281 / 4th ed. 285)
Holmes, Janet. 2001, 2008, 2013.
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4. Politeness 2
“Being polite is a complicated business in any language. It is difficult to learn because it involves understanding not just the language, but also the social and cultural values of the community.”
Holmes, Janet An Introduction to Sociolinguistics, 4th edition. London: Pearson, p. 284.
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5. Politeness 3
“We often don’t appreciate just how complicated it is, because we tend to think of politeness simply as a matter of saying please and thank you in the right places. In fact it involves a great deal more than the superficial politeness routines that parents explicitly teach their children…”
Holmes, Janet An Introduction to Sociolinguistics, 4th edition. London: Pearson, p. 284.
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6. Elements Contributing to Politeness
1. Form (modal interrogative, interrogative, declarative, imperative) 2. Politeness routines / formulas (please, thank you) 3. Intonation 4. Tone of voice
Holmes, Janet An Introduction to Sociolinguistics, 4th edition. London: Pearson, pp
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7. American Address Forms
Crystal, David The Cambridge Encyclopedia of Language. Cambridge: Cambridge University Press, p. 44. Based on Ervin-Tripp (1972).
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8. What should you teach? What should students learn? 1
ADVICE:  I believe THE Rules of Addressing people should be taught EXPLICITLY to avoid misunderstandings.  NOT IN JUST ONE SESSION. We need REPETITION / Practice
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9. What should you teach? What should students learn? 2
REMIND YOUR STUDENTS:  It is better to start off Extra-Polite. The situation can always change (or not) later.  Teachers can still give DISPENSATION to use their first name, BUT REMIND STUDENTS: This may NOT be accepted by other teachers. Students should OBSERVE, and wait for a dispensation. (Or ask what to call them. This is ALWAYS OK to do.)  These limitations do NOT apply to other people your own (YOUNG) age.
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10. Choosing T / V Form in Yiddish
Crystal, David The Cambridge Encyclopedia of Language. Cambridge: Cambridge University Press, p. 45.
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11. Cultural Awareness
“Learning another language usually involves a great deal more than learning the literal meaning of the words, how to put them together, and how to pronounce them. We need to know what they mean in the cultural context in which they are normally used. And that involves some understanding of the cultural and social norms of their users.”
Holmes, Janet An Introduction to Sociolinguistics, 4th edition. London: Pearson, p. 292.
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12. Practical Sociolinguistic Applications
 Speech functions  Addressing conventions  Conversational rules  Grice’s cooperative principle and maxims  Non-linguistic politeness  Cultural attitudes affecting interactions
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