The Acquisition of Politeness Principles by Algerian Middle School Pupils

Abstract

Abstract: Politeness is a widespread phenomenon that encounters serious interest among different facets of linguistic studies. Many linguists assert that politeness can be performed through different strategies and techniques. Thus, this study investigates the acquisition of politeness principles proposed by Geoffrey Leech (1983). This study adopts qualitative and quantitative approaches through a written DCT with middle school pupils aged between ten to twelve years old. The main objective of this study is first to highlight the differences in acquiring politeness principles, i.e. which principles are acquired first, which are the hardest to acquire, and which takes the longest. Second, we examine to what extent this acquisition is affected by the degree of formality (parents-teachers). The findings of this study indicate significant differences in the acquisition of politeness principles. Some principles like sympathy and tact are easier and more rapid to be adopted at this particular age. Whereas principles like agreement and generosity seem more arduous to be acquired. Findings also reveal that the degree of formality profoundly impacts the acquisition of politeness principles for Algerian middle school pupils. Keywords: Algeria, formality, children, Language acquisition, politeness, principles.