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MADANIPUBLISHERINDONESIAMADANIPUBLISHERINDONESIA

Journal Journal of Advances in Linguistics and English Teaching (JALET)Journal of Advances in Linguistics and English Teaching (JALET) Abstract

This study explores the violation of Grices Maxims in a sophomore online academic writing class and examines their implications for student–lecturer interaction dynamics. In the context of online learning, miscommunication is more likely due to the absence of physical cues and asynchronous communication patterns. Using a qualitative descriptive approach, data were collected through classroom observation and semi-structured interviews with one lecturer and three students selected via purposive sampling. Instances of maxim violations were identified and analyzed using thematic analysis based on Grices theoretical framework. The findings revealed that the most frequently violated maxims were Quantity and Manner, often due to vague, minimal, or hesitant student responses. Violations of Relevance and Quality also occurred, especially when responses were off-topic or lacked evidential support. Factors contributing to these violations included linguistic insecurity, abstract question formulation, technical disruptions, and limited non-verbal interaction. Interestingly, the lecturer sometimes intentionally flouted maxims to reduce student anxiety and facilitate participation. These findings highlight the complexity of digital communication and the importance of pragmatic awareness in virtual classrooms. The study underscores the need for adaptive pedagogical strategies that foster clarity, engagement, and mutual understanding. It also contributes to the broader discourse on online pragmatics by illustrating how maxim violations, while seemingly disruptive, can serve functional and pedagogical roles in shaping effective communication within digital academic environments.

Conclusion

The study investigated Grices Maxims violations in an online academic writing class, revealing their impact on student-lecturer interactions.Findings indicated frequent violations of Quantity and Manner, stemming from factors like linguistic insecurity and question ambiguity.The research highlights the importance of pragmatic awareness and adaptive pedagogical strategies in virtual classrooms to enhance clarity and engagement.These findings contribute to the understanding of digital communication and the functional roles of maxim violations in online learning environments.

Future Research

Future research should investigate the occurrence of Gricean maxim violations across diverse academic disciplines and online platforms, including asynchronous forums, to gain a more comprehensive understanding of digital discourse. Expanding participant demographics and incorporating analysis of written student work could provide deeper insights into how pragmatic norms evolve in digital classrooms. Furthermore, studies could explore the effectiveness of specific pedagogical interventions designed to mitigate maxim violations and improve online communication, such as training students in pragmatic awareness or developing guidelines for clear and concise online interactions. These investigations will contribute to refining communicative practices that support meaningful and inclusive engagement in online academic settings, ultimately enhancing the quality of online education and fostering more effective student-lecturer relationships.

References

1. Unraveling the Use of Quantity Maxim among EFL Learners on Online Classroom Interaction | New Language... journal.unesa.ac.id/index.php/nld/article/view/11057Unraveling the Use of Quantity Maxim among EFL Learners on Online Classroom Interaction New Language journal unesa ac index php nld article view 11057
2. 0. endobj xref trailer startxref hudl wree cyzxi f004 type catalog name headers footers mediabox resources... academypublication.com/issues/past/tpls/vol03/12/01.pdf0 endobj xref trailer startxref hudl wree cyzxi f004 type catalog name headers footers mediabox resources academypublication issues past tpls vol03 12 01 pdf
3. A Gricean Maxim Analysis in Teaching and Learning Process at Higher Level Education | Jurnal Inotera.... doi.org/10.31572/inotera.vol6.iss2.2021.id145A Gricean Maxim Analysis in Teaching and Learning Process at Higher Level Education Jurnal Inotera doi 10 31572 inotera vol6 iss2 2021145

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