Refusal strategies of Turkish pre-service teachers of English: A focus on gender and status of the interlocutor*

Basit Öğe Kaydı
dc.authorscopusid57219418712
dc.authorscopusid57204816843
dc.contributor.authorTuncer, Hülya
dc.contributor.authorTurhan, Burcu
dc.date.accessioned2024-09-19T15:48:43Z
dc.date.available2024-09-19T15:48:43Z
dc.date.issued2019
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractIn today’s world, the great demand for using English entails language users to be pragmatically competent so that they could adapt themselves to differing requirements of various contexts. Within those contexts, some factors such as the culture of the target language, the speech act used in the interaction, status and gender of the interlocutors are accepted as essential components. Refusals, one of the most difficult speech acts to perform based on their face threatening nature, were chosen as the main concern of the present study. In an attempt to find out what kind of refusal strategies are employed by Turkish pre-service teachers of English, 27 first year students (14 males and 13 females) at Çukurova University were randomly chosen. Data for the study were collected via a Written Discourse Completion Test (WDCT) in which the participants were to respond nine scenarios (three lower, three equal and three higher interlocutors). Data analysis concentrated on two main variables: gender of the participants and the status of the interlocutors. In addition to those, refusal combinations utilized by the participants was another focal point of the study. The whole qualitative data were discussed through descriptive statistics and chi-square analyses, and “excuse, reason, explanation” was found to be the most frequent refusal strategy used by the participants. Another important finding is that males were found to prefer directly uttering “no” more frequently than females. It was also found that the number of the strategy combinations increases as the status of the interlocutor rises. © 2019 JLLS and the Authors - Published by JLLS.en_US
dc.description.sponsorshipÇukurova University Scientific Research Projects Coordination Center, (SED-2017-9083)en_US
dc.identifier.doi10.17263/jlls.547578
dc.identifier.endpage19en_US
dc.identifier.issn1305-578X
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85075540432en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.17263/jlls.547578
dc.identifier.urihttps://hdl.handle.net/20.500.12483/15263
dc.identifier.volume15en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSelcuk Universityen_US
dc.relation.ispartofJournal of Language and Linguistic Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPragmaticsen_US
dc.subjectRefusal strategiesen_US
dc.subjectSpeech actsen_US
dc.subjectTurkish pre-service teachers of Englishen_US
dc.subjectWritten discourse completion test (WDCT)en_US
dc.titleRefusal strategies of Turkish pre-service teachers of English: A focus on gender and status of the interlocutor*en_US
dc.typeArticleen_US

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