La clase de inglés como L2: ¿Discurso interactivo o informativo? Una aproximación desde la Teoría de la cortesía lingüística

Abstract

The aim of the present paper is twofold. On the one hand, we intend to validate or contradict empirically R. Lakoff´s (1989) thesis on the generalized absence of politeness lexical devices in those types of discourse she classifies as informative, and among which she includes the academic lecture. Our working hypothesis is that while this statement might hold true, to a given extent, in sorne instances of academic interaction, the special interactive nature of foreign language classes may make it necessary to review Lakoff´s classification. On the other hand, by analyzing classroom discourse, we attempt to broaden the scope of application of politeness theory, which has been usually circumscribed to the domain of ordinary conversation.