Author :
Abstract
Dil öğreneler için kibar ifadelerin nasıl kullanılacağını bilmek önemlidir. Bu çalışmanın amacı söylem tamamlama etkinliğinde, kız öğrencilerin kullandıkları red etme strateji kullanımı araştırmaktır. 82 İngilizce’yi yabancı dil olarak öğrenen öğrenciler çalışmaya katılmıştır, ve 62 katılımcı verilen etkinliğin İngilizce’sini doldurmuşlardır. Düzeyleri B1.2 (orta düzey) olarak belirlenmiştir. 20 katılımcı ise verilen etkinliğin Türkçe’sini doldurmuştur. Düzeyleri A2 (başlangıç düzeyi) olarak belirlenmiştir. Verilen etkinlik sınıfta ders saatinde doldurulmuştur. Bu etkinliğin ardından rastgele seçilen 10 öğrenci ile görüşme yapılmıştır.Bu öğrenciler verilen etkinliği İngilizce olarak doldurmuşlardır. Veriler analizi nitel ve sıklık belirleme olarak yapılmıştır. Güvenirlik çalışması için iki kişi kodlama yapmıştır. Bulgular neden ve pişmanlık belirtmenin en sık tercih edilen strateji olduğunu göstermiştir. İngilizce red eden katılımcılar daha çeşitli strateji kullanımı gerçekleştirmişlerdir. Statünün red etme stratejisi kullanımını etkilediği görülmüştür. Veriler karşılaştırıldığında benzer ve farklı anlamsal yapılar kullanmışlardır. Çalışmanın sonunda, İngilizce’yi yabancı dil olarak öğrenen öğrencilere pragmatik bilgi öğretimine daha çok dikkat çekilmesi gerektiği önerilmektedir. Ayrıca derste özgün malzeme kullanımı ve söylem tamamlama etkinliklerinin dil öğrenenler için pragmatik farkındalık yaratmak için kullanılabileceği önerilmektedir.
Keywords
Abstract
How to express politeness is an important issue for language learners. The aim of the study is to investigate the refusal strategy use of female EFL (English as a Foreign Language) learners at a Discourse Completion Task (DCT). 82 EFL learners participated in the study, and 62 of the participants completed the English DCT and were B1.2 (intermediate level) learners. 20 of the participant completed the Turkish DCT and were A2 (beginner level) learners. The DCTs were completed during class time. After the DCT, follow-up interviews were conducted with randomly selected 10 participants who completed the English DCT. The data were analyzed qualitatively and in frequency bases. The data were coded by two coders for reliability. The findings showed that stating reason and regret were the most preferred strategies while refusing and the participants who completed the English DCT used more various strategies than the participants who completed the Turkish DCT. Power was another consideration in deciding on the refusal strategy use. When compared, both data sets presented both similar and different semantic formulas in refusing the given situations. At the end of the study, it is suggested that more attention should be paid in teaching pragmatic knowledge to EFL learners and authentic material and DCT activities can be used for enhancing pragmatic awareness for language learner.
Keywords
- Al-Eryani, A. A. (2008). Refusal strategies by Yemeni EFL learners. The Asian EFL Journal, 9 (2), 19-34.
- Bardovi-Harlig, K., Hartford, B. S., Mahan-Taylor, R., Morgan, M. J., and Reynolds. D. W. (1996). Developing Pragmatic Awareness: Closing the Conversation. ELT Journal 45 (1), 4-15.
- Bardovi-Harlig, K. and Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32 (2), 233-262.
- Bardovi-Harlig, K. and Griffin, R. (2005). L2 pragmatic awareness: Evidence from the ESL classroom. System, 33, 401-415.
- Bataineh, R. F. and Bataineh, R. F. (2008). A cross-cultural comparison of apologies by native speakers of American English and Jordanian Arabic. Journal of Pragmatics, 40, 792-821.
- Beebe, L. M., Takahashi, L., and Uliss-Weltz, R. (1990). Pragmatic transfer in ESL refusals. In R. Scarcella, E. S. Andersen and S. D. Krashen (Eds.), Developing communicative competence in second language (pp. 55-73). New York: Newbury House.
- Boxer, D. and Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49 (1), 44-58.
- Byon, A. S. (2006). Developing KFL students’ pragmatic awareness of Korean speech acts: The use of discourse completion tasks. Language Awareness, 15(4), 244-263.
- Carlo, J. L. and Yoo. Y. (2007). “How may I help you ?” Politeness in computer-mediated and face-to-face library reference transactions. Information and Organization, 17, 193-231.
- Chang, Y. F. (2008). How to say no: An analysis of cross-cultural differences and pragmatic transfer. Language Sciences (in press). Doi: 10.1016/j.langsci.2008.01.002.
- Chen, S.C and Chen, S. H. E. (2007). Effects of social status on American and Taiwanese EFL learners’ productions. Samara AltLinguo E-Journal, 1.
- Chen, S. C. and Yang, M. N. (2007). Interlanguage refusals and the initiating acts. Samara AltLinguo E-Journal, 2.
- Daly, N., Holmes, J., Newton, J., Stubbe, M. (2004). Expletives as solidarity signals in FTAs of the factory floor. Journal of Pragmatics, 36 (5), 945-964.
- Duthler, K. W. (2006). The politeness of requests made via email and voicemail: Support for the hyperpersonal model. Journal of Computer-mediated Communication, 11, 500-521.
- Felix-Brasdefer, J. C. (2006). Linguistic politeness in Mexico: Refusal strategies among male speakers of Mexican Spanish. Journal of Pragmatics, 38, 2158-2187.
- Felix-Brasdefer, J. C. (2008). Perceptions of refusals to invitations: Exploring the minds of foreign language learners. Language Awareness, 17 (3), 195-211.
- Gibbons, J. (2008). Mitigation on the minibus. Journal of Pacific Communication, 18(2),
- Graham, S. L. (2007). Disagreeing to agree: Conflict, (im)politeness and identity in a computer-mediated community. Journal of Pragmatics, 39, 742-259.
- Hatipoğlu, Ç. (2007). (Im)politeness, national and professional identities and context: Some evidence from e-mailed ‘Call for Papers’. Journal of Pragmatics, 39, 760773.
- Heinemann, T. (2006). “Will you or can’t you?”: Displaying entitlement in interrogative requests. Journal of Pragmatics, 8, 1081-1104.
- Holtgraves, T. (2007). Second language learners and speech act comprehension. Language Learning, 57 (4), 595-610.
- İrman, İ. (1992). How Turkish language expresses pliteness phenomena. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5 (1-2), 325-336.
- Johnson, D. I. (2007). Politeness theory and conversational refusals: Associations between various types of face threat and perceived competence. Western Journal of Communication, 71 (3), 196-215.
- Johnson, D. I. (2008). Modal expressions in refusals of friends’ interpersonal requests: Politeness and effectiveness. Communication Studies, 59 (2), 148-163.
- Karatepe, Ç. (2001). Pragmatic awareness in EFL teacher training. Language Awareness, 10 (2&3), 178-188.
- Kasper, G. and Rose, K. R. (1999) Pragmatics and SLA. Annual Review of Applied Linguistics, 1, 81-104.
- Liao, C. and Bresnahan, M. (1996). A contrastive pragmatic study on American English and Mandarin refusal strategies. Language Sciences, 18, 703-727.
- Martı, L. “Indirectness and Politeness in Turkish-German Bilingual and Turkish Monolingual Requests”, Journal of Pragmatics, 38: 1836-1869, 2006.
- Matthews, J. M., Hancock, J. T., and Durham, P. J. (2006). The roles of politeness and humor in the asymmetry of affect in verbal irony. Discourse Processes, 41 (1), 324.
- Mills, S. (2008). Impoliteness in a cultural context. Journal of Pragmatics: doi:10.1016/j.pragma.2008.10.14.
- O’Neil, R. And Colley, A. (2006). Gender and status effects in student e-mails to staff. Journal of Computer Assisted Learning, 22,360-367.
- Pearson, L. (2006). Patterns of development in Spanish L2 pragmatic acquisition: An analysis of novice learners’ production of directives. The Modern Language Journal, 90, 473-495.
- Samar, R. G. and Alibakhshi, G. (2007). The gender linked differences in the use of linguistic strategies in face-to-face communication. The Linguistic Journal, 3 (3),
- Sato, S. (2008). Use of “Please” in American and New Zealand English. Journal of Pragmatics, 40, 1249-1278.
- Schnurr, S., Marra, M., and Holmes, J. (2007). Being (im)polite in New Zealand workplaces: Maori and Pakeha leaders. Journal of Pragmatics, 39, 712-729.
- SturztSreetharan, C. L. (2006). Gentlemanly gender? Japanese men’s use of clause-final politeness in casual conversations. Journal of Sociolingustics, 10 (1), 70-92.
- Takashi, S. and Roitblat, H. (1994). Comprehension process of second language indirect requests. Applied Psycholinguistics, 15, 543-562.
- Uso-Juan, E. and Martinez-Flor, A. (2008). Teaching learners to appropriately mitigate requests. ELT Journal, 62 (4), 349-357.
- Takashi, S. (2005). Pragmalinguistic awareness: is it related to motivation and proficiency? Applied Linguistics, 26 (1), 90-120.
- Walkinshaw, I. (2007). Power and disagreement: Insights into Japanese learners of English. Regional Language Centre Journal, 38 (3), 278-301.
- Wannaruck, A. (2008). Pragmatic transfer in Thai EFL refusals. Regional Language Centre Journal, 39 (3), 318-337.
- Wilson, S., Aleman, C. and Leatham, G. (1998). Identity implications of influence goals: A revised analysis of face-threatening acts and application to seeking compliance with same-sex friends. Human Communication Research, 25(1), 64-97.
- Yamagashira, H. (2001). Pragmatic Transfer in Japanese ESL refusals. 31, 259-275. http://www.k-junshin.ac.jp/junatn/libhome/bulletin/No31/Yamagashira.pdf.
- Zıngır, A. (2008). Requesting in English: Interlanguage pragmatics of Turkish children.Unpublished MA thesis. Anadolu University.
