Refusal Strategies of Iranian University English as a Foreign Language and Non-English Learners in Native Language: A Comparative Study

Autor/inn/en	Sa'd, Seyyed Hatam Tamimi; Qadermazi, Zohre
Titel	Refusal Strategies of Iranian University English as a Foreign Language and Non-English Learners in Native Language: A Comparative Study
Quelle	In: Center for Educational Policy Studies Journal, 4 (2014) 4, S.121-142 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; College Second Language Programs; Student Attitudes; English (Second Language); Native Language; Native Speakers; Indo European Languages; Language Styles; Communicative Competence (Languages); Speech Acts; Task Analysis; Gender Differences; Statistical Analysis; Comparative Analysis; Cohort Analysis; Iran + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Indoeuropäisch; Sprachstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprechakt; Aufgabenanalyse; Geschlechterkonflikt; Statistische Analyse; Kohortenanalyse
Abstract	This study is an attempt to examine the possible effect that exposure to English has had on the use of refusal strategies in English as a Foreign Language (EFL) learners compared with those of non-English learners when refusing in their native language, Persian. The sample included 12 EFL learners and 12 learners of other academic majors including electronics, psychology, management, etc., who responded to a Persian Discourse Completion Task (DCT), adopted from Allami and Naeimi (2011), who has engaged in the speech act of refusal. The responses were coded according to the classification of refusal strategies as outlined by Beebe, Tahakashi and Uliss-Weltz (1990). The results indicated that non-English learners used the refusal strategies considerably more frequently than the EFL learners did, while the EFL learners utilized more adjuncts to refusals than the non-English learners did. However, the differences were not statistically significant. Furthermore, the first four most frequently used refusal strategies by both EFL and non-English groups were found to be "Non-performative statement" (in the case of direct strategies and in the form of "I can't"), "Statement of regret," "Excuse, reason or explanation" and "Attempt to dissuade interlocutor" (in the case of indirect strategies), and the most frequently used adjuncts to refusal strategies by both EFL and non-English groups were "Statement of positive opinions, feelings or agreement" and "Gratitude/Appreciation". Furthermore, gender differences were not statistically significant either. The results can be evidence that the effect of the second language (L2) on the native language (L1) might not be at work in the pragmatic aspects of language learning. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01