Clarity or Courtesy? Evaluating the Effectiveness of Negative Politeness Strategies in Teacher–Student Interaction in Libyan EFL Contexts

Abstract

This study investigates how negative politeness strategies are employed by teachers in Libyan EFL classrooms and whether such strategies facilitate rapport or hinder instructional clarity. Using a mixed-methods design that combines classroom observations, audio recordings, and discourse analysis, data were collected from four preparatory-school classrooms in Tripoli and Bani Walid, Libya. Qualitative data were drawn from recorded transcripts and field notes, while quantitative data were obtained through frequency counts of politeness expressions. Findings indicate that teachers frequently used hedging, indirect requests, modalized directives, and apologetic forms to soften authority. While these strategies reduced learner anxiety and increased willingness to participate, excessive indirectness occasionally caused ambiguity in task instructions. The study argues for a context-sensitive pragmatic pedagogy that balances relational politeness with instructional explicitness. Specific recommendations are offered for teachers on how to apply negative politeness strategies effectively without sacrificing communicative clarity.