NATIVE SPEAKERS' EVALUATION OF IRANIAN EFL LEARNERS' REFUSALS IN TERMS OF (IM)POLITENESS

سال انتشار: 1392
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 872

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شناسه ملی سند علمی:

TELT01_189

تاریخ نمایه سازی: 28 آذر 1392

چکیده مقاله:

Research into Interlanguage Pragmatics (ILP) has long held sway in foreign language pedagogy. In this connection, politeness and the ability to politely perform such face-threatening speech acts as refusal in the target language is deemed what language learners are supposed to be fully equipped with. The current study investigated Iranian EFL learners' interlanguage pragmatics (ILP) development through the analysis of Iranian EFL learners' refusals. Participants consisted of 30 postgraduate EFL learners, 15 males and 15 females, who responded to a Discourse Completion Task (DCT) realizing the speech act of refusal. To identify and code the politeness strategies and the refusal strategies employed by the participants, the researchers applied Brown and Levinson's (1987) Politeness Theory and Beebe, Tahakashi and Uliss-Weltz' (1990) taxonomy of refusal strategies, respectively. Additionally, two native speakers of English rated the degree of politeness of the participants' refusals (146 refusal utterances) on a scale of Polite, Partially Polite or Impolite. The findings indicated that excuse, reason and explanation, statement of regret (mostly in the form of I'm sorry) and non-performative statement (mostly in the form of I can't) are the most commonly used refusal strategies employed by the participants to voice a refusal. The results also showed Iranian EFL learners relied mainly on negative and positive politeness to refuse an invitation, offer, etc. Also, 28.42% of the responses were rated as polite, 56.16% as partially polite and 15.41% as impolite. As for gender, no significant difference was observed between males and females with regard to their use of both refusal and politeness strategies. In conclusion, the native speakers' evaluation of Iranian EFL learners' refusal strategies revealed that Iranian EFL learners are only partially polite, and therefore to be more precise sociolinguistically competent, in performing the speech act of refusal. The roots of Iranian EFL learners' pragmatic difficulty can be traced in the fact that not only pragmatic sources are inadequate but also in the pragmatic inability of their language teachers and lack of appropriate pragmatic presentation in their textbooks. Other implications and suggestions for further research are discussed below.

نویسندگان

Seyyed Hatam Tamimi Sa'd

Urmia University,