Open AccessGricean Maxims on Student-Teacher Talk in EFL Setting
Author(s) -
Rama Dwika Herdiawan
Publication year - 2020
Publication title -
vision: journal for language and foreign language learning/vision
Language(s) - English
Resource type - Journals
eISSN - 2541-4399
pISSN - 2252-8385
DOI - 10.21580/vjv9i14434
Subject(s) - grice , active listening , psychology , maxim , cooperative principle , implicature , pragmatics , class (philosophy) , checklist , narrative , linguistics , pedagogy , mathematics education , communication , computer science , artificial intelligence , epistemology , philosophy , cognitive psychology
The student-teacher talk is the foundation that creates interaction in the classroom. It happens when the teacher gives instruction, explains the material or ask for the students’ opinion in the class. However, sometimes one of the participants might not always follow conversational maxims proposed by Grice. The problem is considered as the non-observance of the conversational maxims. This problem might create misunderstanding between students and teacher during the lecturing. This study aims to reveal what kind of the non-observance of the conversational maxims are found in the classroom and to reveal the occurrence of them. This is a pragmatics-discourse analysis with a narrative inquiry as the design. The researcher employs observation checklist and the audio recording as the research instruments. The data collection includes recording the data, listening to the data and then transcribing it into written form. The findings reveal that the only non-observance of the conversational maxims that isn’t found is suspending maxim. There are fourteen times in which the conversational maxims are not fulfilled. The non-observance of the conversational maxims are done by the students only. The lecturer does not take part in the failure of fulfilling conversational maxims. Hopefully, this study is significant to help the teachers and the students to minimize the non-observance of conversational maxims in order to avoid a misunderstanding during the lecturing.