ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–3_ Мая –2025
46
2181-3187
REQUEST AND PERMISSION: MAKING POLITE REQUESTS,
ASKING, RESPONDING, AND REFUSING
Teacher of Fergana State University
Karimjonova Shahloxon Ravshanjonovna
Fergana State University,
Faculty of foreign language,
1st year student
Rahmonova Dilnoza Ortiq qizi
ORCID ID: 0009-0009-9778-6794
Annotation:
This article investigates the linguistic and pragmatic aspects of
making polite requests and asking for permission in English. It explores how speech
act theory and politeness strategies contribute to effective communication. The paper
also analyzes various forms of asking, responding, and refusing, with emphasis on
cross-cultural aspects and their implications for language learners and educators.
Keywords
: polite requests, asking permission, refusal, pragmatics, speech acts,
cross-cultural communication, politeness theory, ESL
In modern communication, especially in the context of English as a second
language (ESL), making polite requests and asking for permission are crucial skills.
These forms of interaction not only convey meaning but also reflect social norms,
cultural expectations, and interpersonal sensitivity. The importance of using
appropriate expressions when making requests lies in maintaining harmony, showing
respect, and achieving communicative goals effectively. This article aims to analyze
the structure, strategies, and pedagogy of polite requests and permission expressions in
English.
Theoretical background speech act theory, introduced by J.L. Austin and
developed by John Searle, provides the foundation for understanding how language
performs actions. Requests and permissions are classified as directive speech acts,
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–3_ Мая –2025
47
2181-3187
intended to get the listener to do something. In addition, politeness theory by Brown
and Levinson (1987) offers valuable insights into how speakers mitigate face-
threatening acts (FTAs) through indirectness, hedging, and modal verbs. These theories
underline the significance of linguistic choices in social interaction.
Linguistic features of requests and permissions polite requests and permissions
often involve modal verbs (can, could, may, would), conditional forms, and softening
devices (please, just, possibly). The level of politeness varies depending on social
distance, status, and the situation’s formality. Examples include: Direct: "Close the
window." Polite: "Could you close the window, please?" Indirect: "I was wondering if
you could close the window." The choice of structure reflects the speaker’s intent to
minimize imposition and maintain positive social relationships. Politeness also
involves paralinguistic features such as tone of voice, intonation, and div language,
which further enhance the listener’s perception of the speaker’s respect and sensitivity.
Types of Polite Requests and Permission Forms There are several ways to form
polite requests and seek permission: Interrogative form: "Can you help me with this
task?" Conditional form: "Would you mind helping me?" Subjunctive/indirect form: "I
was hoping you could help me". "For asking permission: "May I leave early today?"
"Do you mind if I sit here?" "Would it be alright if I used your computer? "These
expressions can be modified with adverbs and polite additions such as "please," "if you
don’t mind," or "possibly" to further soften the request. The flexibility of English
syntax allows speakers to rephrase their intentions according to the context, making
politeness a dynamic aspect of the language.
Responding and Refusing: Politeness Strategies Responses to requests or
permission may be affirmative or negative. Politeness strategies help soften refusals:
Accepting: "Sure, go ahead." / "No problem at all." Refusing politely: "I’m sorry, but
I can’t help right now." / "I’d love to, but I have other commitments". In addition to
verbal responses, non-verbal cues such as smiling, nodding, or maintaining eye contact
can also express politeness and willingness. When refusing, it is important to offer
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–3_ Мая –2025
48
2181-3187
alternatives or express regret to maintain the relationship. For example, "I can’t do it
now, but I’ll help you later" is a refusal that still preserves cooperation.
Cross-cultural Aspects and Learner Challenges Cultural norms greatly influence
how requests and refusals are made. English tends to favor indirectness, while other
languages may allow more directness. This can lead to pragmatic failure among ESL
learners who transfer their native speech habits. For example, in Uzbek, a direct request
like "Give me your book" may be acceptable, but in English, it may appear rude.
Therefore, awareness of cultural expectations is key to pragmatic competence. Another
challenge is that politeness is not universal in form—what is polite in one culture may
not be in another. Learners must be taught not only expressions but the intentions and
social meanings behind them. Instruction should include authentic materials and real-
life scenarios to raise students' intercultural sensitivity.
Pedagogical Implications for Teaching English Language educators should
integrate pragmatic instruction into ESL teaching. Activities such as role-plays,
dialogue analysis, and video-based observation can help students recognize and
practice polite forms. Teachers can present contrasting dialogues—one polite and one
impolite—to highlight differences in tone and structure. Feedback and correction
should focus on appropriateness rather than only grammar. Moreover, teaching
politeness should be context-based. Students should learn how to adapt their language
based on the situation—formal or informal, superior or peer, urgent or optional.
Including discussions about cultural values, respect, and face-saving strategies will
equip learners with the tools to navigate real communication effectively.
Polite requests and permission expressions are essential components of effective
and respectful communication in English. Mastering them requires not only
grammatical knowledge but also an understanding of pragmatics and culture. Through
informed instruction and meaningful practice, learners can enhance their
communicative competence and interact more appropriately in diverse settings.
References:
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–3_ Мая –2025
49
2181-3187
1. Austin J. L. How to Do Things with Words. – Oxford: Oxford University Press,
1962.
2. Searle J. R. Speech Acts Theory. – Cambridge: Cambridge University Press, 1969.
3. Brown P., & Levinson, S. C. Politeness: Some Universals in Language Usage. –
Cambridge: Cambridge University Press, 1987.
4. Thomas J. Meaning in Interaction: An Introduction to Pragmatics. – London:
Longman, 1995.
