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Originaltitel: 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
Autoren: ;
Originalveröffentlichung: CEPS Journal 4 (2014) 4, S. 121-142
Dokument:
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Fremdsprachenstudium; Englisch; Universität; Student; Einflussfaktor; Muttersprache; Persisch; Sprachhandlung; Strategie; Ablehnung; Soziolinguistik; Vergleichsuntersuchung; Empirische Untersuchung; Iran
Pädagogische Teildisziplin: Empirische Bildungsforschung; Hochschulforschung und Hochschuldidaktik
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2232-2647
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): 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.)
weitere Beiträge dieser Zeitschrift: CEPS Journal Jahr: 2014
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Eintrag erfolgte am: 08.01.2015
Empfohlene Zitierung: Tamimi Sa'd, Seyyed Hatam; Qadermazi, Zohre: Refusal strategies of Iranian university English as a foreign language and non-English learners in native language: a comparative study - In: CEPS Journal 4 (2014) 4, S. 121-142 - URN: urn:nbn:de:0111-pedocs-100628