Uzbekistan Republic Navoi State Pedagogical Institute Faculty of Foreign Languages Course work Subject : language and culture in english classrooms

Conclusion.
This study revealed that the teacher and the students used three strategies of politeness by Brown and Levinson (1987) in the classroom interactions. Those strategies were positive politeness, negative politeness, and bald-on-record strategy. The strategies were performed mainly in the situation of giving instructions, encouraging, asking for something, requesting, asking for confirmation, and addressing. In addition, the use of politeness strategies in their interactions were influenced by some factors like age difference, institutional position, power, and social distance between them. Those factors influenced their interactions mostly occurred using negative politeness strategy. Moreover, the occurrence of negative politeness strategy in the majority of the data signified that the students were aware of the differences that occurred between them and their teacher. Their awareness also showed that as Indonesian people they chose the strategy in the Teacher and Students’ Politeness Strategies in EFL Classroom Interactions Indonesian Journal of English Language Teaching and Applied Linguistics, 4(2), 2020 271 communication that would not interfere with their teacher who has a higher position than them. Therefore, the findings indicated that Brown and Levinson’s politeness strategies were suitable to be applied in the classroom interactions in the Indonesian EFL classroom context. Furthermore, the findings of this study could be a contribution to other EFL teachers to teach their students how to show polite behaviour in communication in the class to achieve effective classroom interactions.
Based on the data analysis and the result of the study, there are seven aspects of culture that influence the politeness strategies during the teaching-learning processin EFL class. It can be concluded that the kind of teacher-student interaction in the speaking class is reflected by Language Literacy: Journal of Linguistics, Literature and Language Teaching Volume 3, Number 2, pp: 207-216, December 2019 e-ISSN: 2580-9962 | p-ISSN: 2580-8672 DOI: 10.30743/ll.v3i2.1965 https://jurnal.uisu.ac.id/index.php/languageliteracy 215 Nationally Accredited and indexed in DOAJ lecturer’s attitudes in giving questions, soliciting information and identifying the students’ turns to answer. Understanding the culture of politeness is important to achieve the better result in conducting classroom interaction in EFL class. The lecturer should use more politeness strategies actively and the students are then involved actively in the same way in the classroom. The students should create their own language expression and find the politeness strategies to get practiced in using language of politeness. In addition, the lecturer should increase their cultural awareness in teaching EFL class. The students should increase their knowledge of politeness in English culture, through learning and practicing the language. Therefore, it would be better for the other researchers to conduct the study not only about politeness strategies in the EFL classroom but on the other point of views regarding politeness as well. Then, researchers are also expected to observe not only the interaction pattern between teacher students but also interaction one among students. Acknowledgements I wish to express my sincere gratitude the lecturers and the students, who have facilitated my research. I would also like to thank STFI Sadra (Islamic College) Jakarta and especially the director of STFI Sadra for his assistance in my completing this research