Identity and Alignment in Collaborative Student Engineering Design Reviews
Dun, Suzanne Alexandra
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https://hdl.handle.net/2142/87508
Description
Title
Identity and Alignment in Collaborative Student Engineering Design Reviews
Author(s)
Dun, Suzanne Alexandra
Issue Date
2003
Doctoral Committee Chair(s)
O'Keefe, Barbara J.
Department of Study
Speech Communication
Discipline
Speech Communication
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Speech Communication
Language
eng
Abstract
This study investigates the influence of participants' alignments, or footings, on the use of the politeness strategies identified by Brown and Levinson (1987). Forty-two feedback sessions between student engineering design teams and their faculty supervisors were videotaped and transcribed. The transcripts were unitized, and then coded for alignments, politeness strategies, and face threat of the evaluation. The results suggested that, in addition to the effect of face threat, the alignments faculty members took towards the student groups influenced the amount and type of politeness strategies they utilized. Three extensions of Brown and Levinson's model of politeness are warranted. Because participants' alignments can change during an interaction, power and distance are not static, but instead shift as alignments shift. Capturing such shifts in alignments is necessary to account for politeness strategies. Further, although Brown and Levinson applied their model to dyadic interactions, the results of this study suggest that the model can be extended to apply to interactions between groups. Finally, the results suggest that the politeness strategies utilized can be influenced by nonpresent others.
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