English Literature Students’ Pragmatic Knowledge: Analysis of Strategy and Politeness of Refusal
DOI:
https://doi.org/10.35961/salee.v3i2.486Keywords:
Pragmatic, Refusal, PolitenessAbstract
This study investigates and describes English literature students’ pragmatic knowledge in uttering English refusal statements in different situations (request, invitation, suggestion, offering). The purpose of this study is to analyze and describe students’ refusal strategy and politeness strategy while uttering English refusal. The participants in this study consisted of twenty-five undergraduate students, 7 males and 18 females, enrolled in the second and sixth semesters of the English literature department of Diponegoro University. The only instrument used by researchers in this study was a questionnaire based on Beebe et al.’s (1990) work. The result showed that the students use direct and indirect refusal strategies to refuse something. Most students prefer a direct refusal strategy to the interlocutors who are their peers (friends) or subordinates. However, some students (higher semester) prefer indirect strategies with their peers in some situations. It means that the students respect their interlocutor even though they are in a higher position. Moreover, in the politeness strategy, they use two types of strategies which are deference and solidarity politeness strategy. However, the students (higher semester) prefer to use the deference politeness strategy.
References
Arab, S., & Tabatabaei, O. (2016). The Relationship between Iranian Intermediate EFL Learners’ Frequency of Language Learning Strategies Use and Their Pragmatic and Grammatical Awareness. Theory and Practice in Language Studies, 6(6), 1284. https://doi.org/10.17507/tpls.0606.20
Ary, D., Cheser, L., Jacobs, Razavieh, A., & Sorensen, C. K. (2009). Introduction to Research in Education (8th ed.). Wadsworth Publishing.
Bazyar, Z., Taghinezhad, A., & Nekouizadeh, M. (2016). The Effect of Language Learning Experience on the Appropriate Use of Speech Act ‘Request.’ Theory and Practice in Language Studies, 6(5), 1060. https://doi.org/10.17507/tpls.0605.21
Bijari, J. (2014). A Corpus Based Study of the Relationship among the Iranian EFL Students ’ Gender , L anguage Proficiency , and Cross-cultural Knowledge of Apologizing and Requesting. 4(9), 1954–1960. https://doi.org/10.4304/tpls.4.9.1954-1960
Carrió-Pastor, M. L., & Marchante, B. M. (2018). Analysis of pragmatic items in an ESL online adaptive placement test. International Journal of English Studies, 18(2), 97–117. https://doi.org/10.6018/ijes/2018/2/322581
Chen, X. (2017). An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors. Theory and Practice in Language Studies, 7(12), 1308. https://doi.org/10.17507/tpls.0712.19
Dewi, I. A., Tantra, D. K., Artini, L. P., & Ratminingsih, N. M. (2019). Refusal Strategies Used By Multi-Nationality Students. JPI (Jurnal Pendidikan Indonesia), 8(1), 40. https://doi.org/10.23887/jpi-undiksha.v8i1.14764
Javdani, L. (2016). The Impact of Knowledge of Multiword Units on Pragmatic Knowledge of Iranian EFL Learners. 6(4), 757–766.
Krisnawati, E. (2011). Pragmatic competence in the spoken english classroom. Indonesian Journal of Applied Linguistics, 1(1), 105–115. https://doi.org/10.17509/ijal.v1i1.102
Marshall, P. A., Adebamowo, C. A., Adeyemo, A. A., Ogundiran, T. O., Strenski, T., Zhou, J., & Rotimi, C. N. (2014). Voluntary participation and comprehension of informed consent in a genetic epidemiological study of breast cancer in Nigeria. BMC Medical Ethics, 15(1). https://doi.org/10.1186/1472-6939-15-38
Moaveni, H. T. (2014). A Study of Refusal Strategies by American and International Students at an American University.
Moradi, S., Tous, M. D., & Tahriri, A. (2016). EFL Students’ English Pragmatic Knowledge: Evidence from University of Gulian. Theory and Practice in Language Studies, 6(11), 2175. https://doi.org/10.17507/tpls.0611.15
Pérez-Sabater, C., & Montero-Fleta, B. (2013). Pragmatic competence and social power awareness: The case of written and spoken discourse in non-native English environments. International Journal of English Studies, 14(2), 21–38. https://doi.org/10.6018/j.191071
Saadatmandi, M., Khiabani, S. M., & Pourdana, N. (2018). Teaching English Pragmatic Features in EFL Context: A Focus on Request Speech Acts. Theory and Practice in Language Studies, 8(7), 829. https://doi.org/10.17507/tpls.0807.14
Sahragard, R., & Javanmardi, F. (2016). English Speech Act Realization of “ Refusals ” among Iranian EFL Learners. March.
Shooshtari, Z. G., Bordbar, A., & Banari, R. (2017). Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks. Theory and Practice in Language Studies, 7(8), 701. https://doi.org/10.17507/tpls.0708.14
Stavans, A., & Shafran, R. W. (2017). The pragmatics of requests and refusals in multilingual settings. International Journal of Multilingualism, 0(0), 1–20. https://doi.org/10.1080/14790718.2017.1338708
Takahashi, T. (2016). Pragmatic Transfer in ESL Refusals. January 1990, 55–73.
Wijana, I. D. (1997). Pragmatik dan Pembelajaran Bahasa Asing (pp. 26–30).
Živkovi?, E., & Živkovi?, E. (2020). Variation in refusal strategies produced by English and Serbian speakers Variation in refusal strategies produced by English and Serbian speakers. Studia Neophilologica, 00(00), 1–18. https://doi.org/10.1080/00393274.2020.1780939
