The Realization of the Speech Act of Disagreement by Tunisian Non-Native and American Native Speakers of English

Autor/in	Khammari, Hassen
Titel	The Realization of the Speech Act of Disagreement by Tunisian Non-Native and American Native Speakers of English
Quelle	In: Arab Journal of Applied Linguistics, 6 (2021) 1, S.60-92 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Speech Acts; Cultural Differences; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Native Speakers; North American English; Power Structure; Social Distance; Context Effect; Pragmatics; Sociolinguistics; Teaching Methods; Models; Classification; Masters Programs; Graduate Students; Language Tests; Interlanguage; Intercultural Communication; Transfer of Training; Tunisia; Iowa + Suchen Sie Ihr Suchwort? Sprechakt; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Muttersprachler; Amerikanisches Englisch; Pragmalinguistik; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language test; Sprachtest; Zielsprache; Interkulturelle Kommunikation; Training; Transfer; Ausbildung; Tunesien
Abstract	The present study investigated the production of the speech act of disagreement among Tunisian non-native students of English and American native speakers of English. Discourse completion test (DCT) was used to elicit disagreement strategies by the informants. Non-native informants produced a total of 376 acts and native informants produced 395 acts. The acts were categorized based on Brown and Levinson's (1987) Politeness Model. The speakers' performance of disagreement in variation with the contextual factors of Social Distance and Social Power was examined. Data was analyzed quantitatively and qualitatively. Results showed that there were significant differences between native and non-native speakers of English with regard to the frequency of direct and indirect strategies of disagreement. Non-native informants used a higher percentage of direct strategies (47%) and a lower percentage of indirect strategies (13%) than their native counterparts, who produced indirect strategies considerably (30%). NNSE opting for direct disagreement strategies might be attributed to their poor pragmatic and sociolinguistic knowledge of indirect strategies. This work can have pedagogical implications in teaching speech acts and pragmatics. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01