Dispreferred Responses in Interlanguage Pragmatics Refusal Sequences in Learner-NS Interactions

Autor/in	Felix-Brasdefer, J. Cesar
Titel	Dispreferred Responses in Interlanguage Pragmatics Refusal Sequences in Learner-NS Interactions
Quelle	In: Applied Language Learning, 19 (2009) 1-2, S.1-27 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Interlanguage; Native Speakers; Pragmatics; Power Structure; Second Language Learning; Interpersonal Competence; Discourse Analysis; Responses; Linguistic Input; Study Abroad; Spanish; Advanced Students; College Students; Role Playing; Data Analysis; Time Factors (Learning); Language Fluency; Foreign Countries; English; Statistical Analysis + Suchen Sie Ihr Suchwort? Zielsprache; Muttersprachler; Pragmalinguistik; Zweitsprachenerwerb; Interpersonale Kompetenz; Diskursanalyse; Sprachbildung; Studies abroad; Auslandsstudium; Spanisch; Fortgeschrittener; Collegestudent; Rollenspiel; Auswertung; Language skill; Language skills; Sprachkompetenz; Ausland; English language; Englisch; Statistische Analyse
Abstract	This study examines the pragmatic strategies that learners utilize to negotiate a resolution when refusing a native speaker of higher status in three asymmetric situations (+Power, +Distance). Following Pomerantz's (1984) analysis of dispreferred responses, this study focuses on refusals to an invitation, a request, and a suggestion. Refusal responses are analyzed as refusal sequences across the interaction and with respect to individual and situational pragmatic variation. Results showed that learners employed a variety of direct and indirect strategies to delay a refusal response across one or more insistence-refusal sequences. The interactional input provided by the native speaker served to help the learners get back on track in the conversation and to bring the conversation to a successful resolution. Three aspects of learners' pragmatic competence are analyzed: situational variation, individual variability, and the sequential organization of refusals in learner-NS interactions. Finally, two additional issues are discussed: formulaic use of interlanguage refusals and the effect of length of stay in the host environment on the pragmatic competence of the advanced learner. (Contains 3 figures, 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10