Abstract
Refusing is a part of commissive speech acts. Refusing is a face-threatening act (FTA) that needs a good pragmatic competence since it probably gives risk to the interlocutor's positive or negative face. However, it indicates that people from various cultural backgrounds employ dissimilar refusal strategies. This study aimed at providing a comparison of refusal strategies used between Javanese Pre-service English Teachers (JPETs) and Sumatranese Pre-service English Teachers (SPETs) in accordance with different levels of power. The data were elicited from the DCT given to 10 JPETs and 10 SPETs. The participants were asked to fill the DCTs with written responses in which each DCT described different contexts and settings. Based on the analysis, JPETs and SPETs employed similar strategies in refusing to a request. The difference was only on the frequency usage of a certain strategy. Furthermore, all of the indirect strategies were applied to refuse a request meanwhile only a strategy comes from a direct strategy called the negation of proposition that is applied. A direct refusal strategy call bluntness was not applied. This study evoked pre-service awareness of pragmatic competence which could be taught to their future students and larger participants were encouraged for future study.
Highlights
English has truly become a global language due to its rapid expansion all over the world
This study presented a descriptive comparative analysis of two kinds of written data of refusal strategies generated from two groups of participants: (1) Javanese Pre-service English Teacher, referred to hereafter as JPET (n=10) and (2) Sumatrans Pre-Service English Teacher referred to hereafter as SPET (n=10). 13 female students and 7 male students of the graduate-level participated in this study
The JPETs tended to say sorry explain their reason to refuse the request while SPETs tended to directly say that they could not do the request give the alternative like changing the time or option
Summary
English has truly become a global language due to its rapid expansion all over the world. It seems like everyone should be able to speak English. The learner of English should be able to speak English correctly and naturally It means that the learner is required to produce a grammatically correct sentence and a sentence that suits a specific context in order to minimize the miscommunication during the interaction since a sentence may have some different meanings in different contexts. The learner should engage their pragmatic competence in their communication. The growth of EFL learners' pragmatic competence has been one of the central concerns for EFL teachers and curriculum designers so that the topic gets concerns from EFL researchers (Felix-Brasdefer, 2008). As a fair result of this interest, studies in interlanguage pragmatics have been examined broadly to investigate how EFL learners' pragmatic competence promotes over time and what influential
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