Abstract
The main objective of this study was to investigate the refusal speech act among Omani EFL college students. It examined how they refused in various situations and whether their responses were appropriate in terms of culture and accurate in terms of language. Forty-one English as foreign language (EFL) learners completed a Discourse Completion Test (DCT) consisting of 12 scenarios by supplying written refusals to three requests, three suggestions, three invitations, and three offers. Students’ responses were rated by two professors: one a native English speaker and the other not. A convenient sampling procedure was employed. The findings indicated that students’ responses were largely inappropriate and inaccurate. Further examination showed that they were heavily influenced by the students’ culture, many being mere translations of refusal responses in Omani Arabic. Others were inappropriate because they were too direct, due to students’ lack of knowledge of the role of social status when issuing refusals to a person of high status. Language mistakes were mainly in the sentence structure, which affected the meaning clarity. Findings suggest that, to help students become better communicators in English, it is important to teach them directly the most common speech acts, especially those they might frequently use in their everyday conversations with professors and classmates.
| Original language | English |
|---|---|
| Journal | SAGE Open |
| Volume | 6 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Oct 1 2016 |
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Keywords
- communication
- EFL
- Oman
- pragmatics
- refusal strategies
ASJC Scopus subject areas
- Arts and Humanities(all)
- Social Sciences(all)
Cite this
Refusal Strategies Among Omani EFL Students. / Al-Mahrooqi, Rahma; Al-Aghbari, Khalsa.
In: SAGE Open, Vol. 6, No. 4, 01.10.2016.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Refusal Strategies Among Omani EFL Students
AU - Al-Mahrooqi, Rahma
AU - Al-Aghbari, Khalsa
PY - 2016/10/1
Y1 - 2016/10/1
N2 - The main objective of this study was to investigate the refusal speech act among Omani EFL college students. It examined how they refused in various situations and whether their responses were appropriate in terms of culture and accurate in terms of language. Forty-one English as foreign language (EFL) learners completed a Discourse Completion Test (DCT) consisting of 12 scenarios by supplying written refusals to three requests, three suggestions, three invitations, and three offers. Students’ responses were rated by two professors: one a native English speaker and the other not. A convenient sampling procedure was employed. The findings indicated that students’ responses were largely inappropriate and inaccurate. Further examination showed that they were heavily influenced by the students’ culture, many being mere translations of refusal responses in Omani Arabic. Others were inappropriate because they were too direct, due to students’ lack of knowledge of the role of social status when issuing refusals to a person of high status. Language mistakes were mainly in the sentence structure, which affected the meaning clarity. Findings suggest that, to help students become better communicators in English, it is important to teach them directly the most common speech acts, especially those they might frequently use in their everyday conversations with professors and classmates.
AB - The main objective of this study was to investigate the refusal speech act among Omani EFL college students. It examined how they refused in various situations and whether their responses were appropriate in terms of culture and accurate in terms of language. Forty-one English as foreign language (EFL) learners completed a Discourse Completion Test (DCT) consisting of 12 scenarios by supplying written refusals to three requests, three suggestions, three invitations, and three offers. Students’ responses were rated by two professors: one a native English speaker and the other not. A convenient sampling procedure was employed. The findings indicated that students’ responses were largely inappropriate and inaccurate. Further examination showed that they were heavily influenced by the students’ culture, many being mere translations of refusal responses in Omani Arabic. Others were inappropriate because they were too direct, due to students’ lack of knowledge of the role of social status when issuing refusals to a person of high status. Language mistakes were mainly in the sentence structure, which affected the meaning clarity. Findings suggest that, to help students become better communicators in English, it is important to teach them directly the most common speech acts, especially those they might frequently use in their everyday conversations with professors and classmates.
KW - communication
KW - EFL
KW - Oman
KW - pragmatics
KW - refusal strategies
UR - http://www.scopus.com/inward/record.url?scp=85008716309&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85008716309&partnerID=8YFLogxK
U2 - 10.1177/2158244016672907
DO - 10.1177/2158244016672907
M3 - Article
VL - 6
JO - SAGE Open
JF - SAGE Open
SN - 2158-2440
IS - 4
ER -