Teaching Iranian Elementary EFL Learners to Say "No" Politely: An Interlanguage Pragmatic Study.
Teaching Iranian Elementary EFL Learners to Say "No" Politely: An Interlanguage Pragmatic Study.
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教伊朗小学英语学习者礼貌地说“不”：一项跨语言语用研究。
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发表时间：
2017
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通讯作者：
Javad Gholami
中科院分区：
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作者：
Seyyed Hatam Tamimi Sa’d;Javad Gholami
本研究采用前测/后测的方法，探讨了明确教授礼貌拒绝策略的教学干预对伊朗英语学习者拒绝言语行为表现的影响。参与者，由24名男性小学英语学习者，年龄12-18岁，回应了话语完成任务（DCT）之前和之后，他们已提供了明确的指导有关礼貌的英语拒绝的表现。采用Brown和Levinson（1987）的礼貌理论和Beebe，Takahashi和Uliss-Weltz（1990）的拒绝策略分类法，研究者发现被试在前测中的拒绝语义公式包含了多种不礼貌标记，包括直接性、缺乏缓和性和反应简洁性。教学指导的目的是消除这些不恰当的元素，解决延长和强化的拒绝语义公式，使用拒绝，标题，honorics，道歉，等。参与者的反应DCT在后测中表现出高水平的适当性拒绝话语的语义内容相比，他们的反应在前测。此外，研究结果还表明，前测和后测阶段的学生在拒绝策略的内容、频率和类型上都存在显著差异。总之，本研究揭示了教学干预对语言水平低的学习者语用能力发展的积极作用。
This quasi-experimental study adopted a pretest/posttest design to investigate the effect of instructional intervention in teaching polite refusal strategies explicitly on Iranian EFL learners’ performance of the speech act of refusing. The participants, consisting of 24 male elementary EFL learners aged 12-18, responded to a discourse completion task (DCT) prior to and after they had been provided with explicit instruction concerning the polite performance of refusals in English. Adopting Brown and Levinson’s (1987) politeness theory and Beebe, Takahashi and Uliss-Weltz’s (1990) taxonomy of refusal strategies, the researchers found that the participants’ refusal semantic formulas in the pretest contained a variety of impoliteness markers including directness, lack of mitigation, and terseness of responses. The pedagogical instruction was directed at eliminating these inappropriacy elements, addressing the lengthening and intensification of refusal semantic formulas, use of adjuncts to refusals, titles, honorifics, apologizing, etc. The participants’ responses to the DCT in the posttest showed a high level of appropriacy in the semantic content of refusal utterances compared to their responses in the pretest. Furthermore, the findings demonstrated that significant differences existed in terms of the content, frequency and types of both refusal strategies and adjuncts to refusals between the pretest and posttest phases. In conclusion, the study revealed the positive effects of instructional intervention on the development of the pragmatic competence of learners with low linguistic proficiency levels.