Managing face threats and instructions in online tutoring.

Autor/inn/en	Brummernhenrich, Benjamin; Jucks, Regina
Titel	Managing face threats and instructions in online tutoring.
Quelle	In: The journal of educational psychology, 105 (2013) 2, S. 341-350Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0031928
Schlagwörter	Empathie; Kommunikation; Lehrer; Lehrmethode; Unterricht; Drohung; Strategie; Tutor
Abstract	Although tutoring is very effective, tutors often neglect certain strategies such as direct negative feedback. This might be because they want to avoid threatening their tutee's face. The concept of face derives from politeness theory and refers to the aspects of autonomy and social appreciation people claim for themselves and strive to negotiate cooperatively in discourse. The authors argue that tutors' politeness considerations can hinder effective tutoring. Specifically, 2 interventions in naturalistic tutoring interactions designed to influence tutors' communication acts were compared: In a politeness condition, tutors were advised not to restrict autonomy when explaining concepts or correcting them in order to save their tutee's face. In a no-politeness condition, in contrast, they were encouraged to communicate clearly and explicitly. Results showed that tutors in the no-politeness condition used not only more direct strategies such as requests and hints, but, unexpectedly, also more politeness strategies to mitigate their directness. It is concluded that there is a clear connection between politeness and instructional moves, but it remains unclear whether tutors avoid instructional face threats because they construe them as face-threatening. Finally, the authors suggest how further research could cast light on the conditions under which politeness is detrimental or beneficial for tutoring. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2014/1