Refusal strategies of preservice EFL teachers in four speech acts: Requests, suggestions, invitations, offers

This study supports the idea that pragmatic competence plays a big role in language competence and performance (Crystal, 1997) and argues that EFL teaching contexts should include pragmatics. The study focuses on the relationship among refusal strategy preferences, and three social factors such as social status, social distance, and imposition. Moreover, this study investigates the frequency and shift of semantic formulas with regard to types of speech acts (request, offer, suggestion, and invitation). Sixty two preservice EFL teachers at fourth grade and six native speakers of English participated in the study. All the participants were asked to fill out a background questionnaire, a written discourse test (WDCT), and a multiple choice discourse test (MDCT). The participants were asked to discuss the situations with a pair while doing the MDCT, which fills a gap in the Turkish literature. The results of the WDCT revealed that excuse, gratitude, and regret were the most preferred strategies by Turkish participants respectively. Furthermore, the analysis showed that Turkish participants were sensitive about social status. Turkish participants employed (a) indirect strategies more while refusing a higher status person, and (b) negative willingness while refusing lower status person. The results of the MDCT support the findings of the WDCT as Turkish participants mostly preferred the options with indirect strategies. Moreover, the analysis of the transcripts of the discussions show that Turkish participants were sensitive about social variables. Considering the results, this thesis may contribute to the understanding of refusals by Turkish speakers, and to decrease the possibility of misunderstandings in intercultural communication.