CULTIVATING CONFIDENCE: COMPLIMENTS AND POSITIVE ATMOSPHERE IN TANZANIAN SECONDARY EDUCATION

Abstract

This study examines the use of compliments as linguistic politeness strategies (PSs) by non-native English-speaking secondary school teachers in Tanzania and its influence on student behavior. The study is guided by Brown and Levinson's Politeness Theory and Austin's Speech Act Theory, and data was collected through classroom observation and interviews with 16 teachers in selected schools. Results indicate that teachers used various explicit and implicit compliments as linguistic PSs, positively impacting the classroom by raising student confidence, promoting active participation, and creating a relaxed learning atmosphere. Compliments are described as expressions of positive politeness using linguistic devices that motivate students to actively participate in the classroom and improve their academic outcomes.

The study contributes to the literature on compliments as linguistic PSs by providing a unique perspective from Tanzania. The study also emphasizes the importance of linguistic PSs in motivating students and creating a positive classroom learning atmosphere. The analysis is grounded on Politeness Theory, Speech Act Theory, and Semiotic Theory. The study concludes that compliments are vital in teacher-student interaction, creating a positive classroom learning atmosphere, and improving educational outcomes