Аңдатпа
This article analyzes how cultural context shapes politeness strategies in Uzbek and English classroom discourse. The aim is to comparatively identify indicators of respect, distance, and cooperation within the speech acts of teachers and students. The methodology employs the coding of classroom interaction transcripts, drawing upon pragmalinguistics and discourse analysis. The study’s scientific novelty lies in an explanatory model that links cultural scripts and social role expectations to politeness choices made in the classroom.