Perception of Mock Impoliteness across Cultures
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Mock impoliteness refers to the playful use of seemingly rude language, often serving as a bonding strategy among close interlocutors (Napoli, 2024). While such linguistic behavior is common in certain English-speaking contexts, its perception may vary across cultures. This study compares how British native speakers and Korean learners of English perceive and evaluate mock impolite remarks. Participants completed a questionnaire rating the offensiveness of teasing utterances within familiar social contexts. Results show that British participants generally interpret mock impoliteness as humorous and affiliative, whereas Korean learners are more likely to perceive it as genuinely offensive or inappropriate. Drawing on frameworks such as Spencer-Oatey’s (2008) rapport management, Culpeper’s (2011) impoliteness model, and Goddard and Wierzbick’s (2004) cultural scripts, the study highlights culturally grounded differences in pragmatic interpretation. Findings underscore the importance of developing intercultural awareness for effective communication in English as a global language.
Abstract
Mock impoliteness refers to the playful use of seemingly rude language, often serving as a bonding strategy among close interlocutors (Napoli, 2024). While such linguistic behavior is common in certain English-speaking contexts, its perception may vary across cultures. This study compares how British native speakers and Korean learners of English perceive and evaluate mock impolite remarks. Participants completed a questionnaire rating the offensiveness of teasing utterances within familiar social contexts. Results show that British participants generally interpret mock impoliteness as humorous and affiliative, whereas Korean learners are more likely to perceive it as genuinely offensive or inappropriate. Drawing on frameworks such as Spencer-Oatey’s (2008) rapport management, Culpeper’s (2011) impoliteness model, and Goddard and Wierzbick’s (2004) cultural scripts, the study highlights culturally grounded differences in pragmatic interpretation. Findings underscore the importance of developing intercultural awareness for effective communication in English as a global language.