Understanding Language Interference: Flouted Maxims in Multilingual Classrooms

This chapter delves into the interaction dynamics in EFL classrooms. It examines how teachers and students in a junior high school in Dubai adhere to or deviate from Grice’s conversational maxims—quality, quantity, relevance, and manner. The study uses descriptive qualitative methods to analyse classroom interactions, focusing on the impact of such deviations on communication effectiveness. It also investigates the influence of students’ native language, Arabic, on the flouting and violating of these maxims. This research contributes to understanding the pragmatics of language use in educational settings and provides insights into effective communication strategies in EFL classrooms.