Beyond The Words: Flouting Maxims in the Dynamics Of EFL Classroom Talk

This study aims to analyze the types and underlying reasons for flouting maxims employed by the lecturers and the students during English as a Foreign Language (EFL) classroom interactions. The analysis focuses on utterances produced between lecturers and students as well as among students. This research adopts a descriptive qualitative design. The participants consist of students from the English Language Education Study Program at Unika St. Paulus Ruteng, specifically class 2024A. Data were collected through classroom observations and audio recordings. The findings reveal three types of flouting maxims: (1) maxim of quantity, (2) maxim of quality, and (3) maxim of relevance. A total of twelve instances were identified, consisting of eight cases (66.66%) of quantity, two cases (16.67%) of quality, and two cases (16.67%) of relevance. No instances of the maxim of manner were found. The reasons behind the flouting include efforts to ensure comprehension, avoid misunderstanding, difficulty in hearing questions, and uncertainty in responding. These findings indicate that both lecturers and students flout conversational maxims for pedagogical and communicative purposes within EFL classroom interaction.