ROLE OF POLITENESS STRATEGIES IN ENHANCING L2 ORAL PROFICIENCY OF ESL LEARNERS AT ELEMENTARY LEVEL

Abstract

Politeness has a paramount and significant part in reducing pressure and anxiety. Pakistani ESL learners perform better if they are taught through politeness strategies. The researchers, through this study, have tried to explore whether there appeared any significant raise in the oral proficiency of elementary level
ESL learners through the use of politeness strategies. The study is quantitative in its nature. Sample of this study consisted, 60 students and 30 teachers, who were randomly selected. First, the study used two questionnaires; the first one was administered to identify the reason of poor oral performance of the
students by using close-ended questions and the other was employed to know about the politeness strategies teachers were using in their ESL classrooms. The questionnaires were consisted of five point likert scale (strongly disagree to strongly agree). Secondly, the study also included pre and posttests.
These tests were based on TOEIC Speaking Test Manual. The responses to the questionnaires and tests results were analyzed through SPSS for obtaining precise and accurate results. The responses to students’ questionnaire indicated that lack of motivation, frequent correction of mistakes, criticism, pace of
class, and new questions asked by the teacher affected students’ oral skill development. The findings from the teachers’ questionnaire showed that teachers were aware of politeness strategies, but they were not practicing them more frequently in their classrooms. They showed optimism for the failure and
appreciated the learners in their academic success. The results of posttest of experimental group, which was taught through politeness strategies, showed significant improvements in students ‘oral proficiency.