Refusal strategies of Iranian university English as a foreign language and non-English learners in native language: a comparative study.

Autor/inn/en	Tamimi Sa'd, Seyyed Hatam; Qadermazi, Zohre
Titel	Refusal strategies of Iranian university English as a foreign language and non-English learners in native language: a comparative study. Paralleltitel: Odklonilne strategije iranskih univerzitetnih studentov anglistike in studentov neanglistov v domacem jeziku: primerjalna studija.
Quelle	In: CEPS journal, 4 (2014) 4, S. 121-142Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-100628
Schlagwörter	Empirische Untersuchung; Vergleichsuntersuchung; Englisch; Iran; Muttersprache; Strategie; Student; Universität; Persisch; Soziolinguistik; Fremdsprachenstudium; Ablehnung; Ablehnung; Soziolinguistik; Sprachhandlung; Englisch; Persisch; Muttersprache; Universität; Fremdsprachenstudium; Einflussfaktor; Strategie; Student; Iran
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2