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EN
The theory of politeness formulated by Brown & Levinson (1987) seems to be the most extensive and detailed model, covering a wide variety of issues contributing to the linguistic expression of the phenomenon. It has been successfully used by many authors (e.g. Sifianou 1992) to account for the strategies used by communicators in a variety of contexts. The model has been developed to cover mainly the interpersonal, spoken type of communication. The present paper investigates the applicability of the theory to the description of the advertising discourse. As a special form of communication, with an untypical assignment of roles of the sender and the addressee of the message, and the predominant persuasive function, it is expected to reveal different tendencies in the use of politeness strategies, both in the communication between the characters appearing in the commercials, and along the sender-addressee dimension. Frequent application of stereotyping in the construction of advertising messages is another possibly significant factor. For the illustrative purposes the study uses contrastive samples of data, in the form of British and Polish advertisements, in the hope to discover certain tendencies prevailing in the advertising communication within the Polish and English environment.
EN
The paper compares verbal responses of Czech and native English speakers to 12 model situations and analyses them in terms of Brown-Levinson’s politeness strategies (face-management theory). The survey aims to detect the pragmalinguistic features in Czech speakers’ English that can possibly lead to negative evaluation by English native speakers (i.e. can be seen as impolite). The results suggest that the Czech speakers failed to employ not only mitigation strategies in English, such as hedging, indirection and option-giving that seek to minimise the imposition conveyed by the FTA, but also intensification strategies that accentuate the illocutionary force of the FFA. The reasons that led to unintended impoliteness in non-native speakers included deficient pragmatic knowledge or generally poor English as well as different expectations about and evaluations of the given situations in English and Czech contexts. Such discrepancies are motivated by different cultural values and their hierarchies.
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