Politeness Strategies in Malay and English: Comparative View of Greeting and Inviting Expressions

This paper investigates the difference and similarities of the. underlying socio-cultural rule governing the use of language functions of specific informal and formal greeting and inviting expressions in English and Malay. It is also specifically focused on the politeness strategies governing the use of such expressions in both languages as they are commonly used in any conversation regardless of culture differences. Significantly, the aim of the study is not only to look at the differences or similarities that exist in both languages, but to discuss how such insight found in this study can be used to improve the practice of intercultural communication. As there is a tendency for practitioners of language teaching to give emphasis on the formal aspects of communicative speech acts without regard for the sociocultural conventions governing them, it is then essential for learners of the target language made known of the different socio-cultural convention to avoid any miscommunication or misinterpretation that may exist. (Abdul Aziz Idris, 1991). Based on the similarities and the differences illustrated in the greeting and inviting expressions of both English and Malay, it can be concluded that in order to successfully be polite in the target language, linguistic knowledge may not be enough for the learners to acquire. In relation to this, a learner needs to become communicatively competent in another both in the form and the socio-cultural conventions governing them. In other words, a speaker needs to understand the social values of a society in order to speak politely. In addition, with the realization of the importance of cultural rules involved in a language, it is important that the teaching of associated cultural values becomes an integral part of the language teaching process. Hence, this study also propose several activities that can be taught in any language classrooms in facilitating learner's critical awareness of the language learn. Among them include the introduction of interactional sociolinguistic study, the use of 'model dialogues' of specific greeting and inviting discourse, and the evaluation of relevant situations. Other activities include tape recording of their interaction, role playing activities as1 well as having feedback and discussion activities.