ERIC Number: EJ856350
Record Type: Journal
Publication Date: 2009
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1041-679X
EISSN: N/A
Dispreferred Responses in Interlanguage Pragmatics Refusal Sequences in Learner-NS Interactions
Felix-Brasdefer, J. Cesar
Applied Language Learning, v19 n1-2 p1-27 2009
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A