CONVERSATIONAL MAXIMS IN SCHOOL COUNSELING CONTEXT

The study deals with the conversational maxims in school counseling context. This study attempted to investigate the types of conversational maxims (obedience and violations), the realization and the reasons why those conversational maxims occured counseling context in school by using the theory of conversational maxims. This study was conducted by using qualitative design. The data in this study were taken from ten recorded utterances of the students in school counseling session. The utterances in school counseling session were recorded and transcribed in order to be analyzed. The findings show that all types of conversational maxim employed in school counseling context. The conversational maxims tended to be fullfilled rather than violated by the students. The way of conformability of conversational maxims in school counseling context were realized by direct and undoubtful answer, sufficient information, brief and orderly response and relevant expressions. However, the violation of conversational maxims were realized through vagueness, methapor, overstatement, understatement, avoidance, ambiguous, rethorical question, repeated questions, presuppose, giving hints, and giving association clue. There are three reasons for conversational maxim fulfillment in school counseling context, they are building one’s belief, satisfying and convincing the hearer. Meanwhile the reasons for conversational maxim violation are hiding the truth, saving face, satisfying the hearer, building one’s belief, convincing the hearer, avoiding giving wrong information, defending one’s self, avoiding further questioning and clarifying something.