Teacher Licensure and the Implementation of (Im)Politeness Strategies in Iranian EFL Classrooms

This study investigated the impoliteness strategies employed by 20 female Iranian EFL teachers working in private language institutes in Tehran, selected based on convenience sampling method. Participants, with varying levels of education (BA, MA, Ph.D.) and teaching experience (5-25 years), were categorized into upper-intermediate and advanced English proficiency groups based on their performance on the Cambridge English: Proficiency (C2 Proficiency) test. A written Discourse Completion Test (DCT) comprising 15 scenarios was used to elicit teacher responses in various social interaction situations. Culpeper's Impoliteness Taxonomy (1996) provided the framework for analyzing the elicited data. Data analysis revealed that Iranian EFL teachers predominantly employed positive politeness strategies across various speech acts, particularly in requests, apologies, and offers, highlighting their commitment to fostering a positive and harmonious classroom environment. Negative politeness was more common in refusals, indicating a desire to mitigate potential face-threats. Statistical analysis using a Chi-Square test for independence revealed a significant association between proficiency levels and the use of politeness strategies with advanced teachers employing a wider range of strategies, particularly positive politeness. These findings suggested that higher levels of education may contribute to greater pragmatic competence, allowing teachers to utilize a more nuanced and flexible approach to communication. The study underscored the importance of incorporating pragmatic competence training, particularly focusing on politeness strategies, into EFL teacher education programs. This will equip teachers with the necessary skills to navigate complex classroom interactions effectively, fostering a positive and supportive learning environment conducive to student success.