An Intercultural Communication Study of Chinese and Malaysian University Students’ Refusal to Invitation

Farnia, Maryam; Wu, Xiaojuan

doi:10.5539/ijel.v2n1p162

Cited by 14 publications

(20 citation statements)

References 37 publications

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“…In Malaysia, no studies have so far highlighted issues which combine both L1 interference with the speech acts of Chinese students. All studies on L1 interference in Malaysia focused either only on writing proficiencies (Siti Hamin Stapa & Mohd Mustafa Izahar 2010, Chen & Li 2016Darus & Subramanian 2009, Dipolog-Ubanan 2016, Zou 2013 or solely on speech acts (Farnia & Wu 2012;Zhao & Mohd Nor 2016). Hence, this study is significant because it combined both of these elements.…”

Section: Introductionmentioning

confidence: 99%

A Case Study of L1 Interference in Speech Acts among Chinese L2 Students

Krish

May²

2020

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Improving linguistic and communicative competence will minimise challenges faced in Intercultural communication especially with globalisation and technology advancement. The study aimed at identifying potential areas of L1 interference in speech production relating to five speech acts: compliments, requests, refusals, apologies, and complaints. The L1 interference is examined based on four approaches which are Contrastive Analysis, Error Analysis, Interlanguage Analysis, and Contrastive Rhetoric. Data was collected through a discourse completion task comprising five speech acts: compliments, requests, refusals, apologies, and complaints, and an interview to find out students' reasons for committing L1 interferences. The findings revealed lexical, discourse and syntactic interferences in the students' speech where students faced difficulties in understanding the different semantic systems between Chinese and English, were influenced by cultural knowledge and transferred linguistic rules from their L1 to the L2. The main reasons for these interferences were lack of opportunities for practice and limited vocabulary repertoire. Therefore, it is important to develop ways to improve linguistic and communicative competence to minimise misunderstanding and awkward sentences in speech communication.

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Section: Introductionmentioning

confidence: 99%

A Case Study of L1 Interference in Speech Acts among Chinese L2 Students

Krish

May²

2020

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“…A refusal can be accepted or appropriate for a certain nationality or culture, but not for other nationalities or cultures. Refusals require not only long sequences of negotiation and cooperative achievements, but also "face-saving maneuvers to accommodate the noncompliant nature of the act" (Gass andHouck, 1999 in Farnia &Wu, 2012). Therefore, people commonly negotiate the refusal through any supportive statement which is possible to lessen the offensive or threats and possible to maintain other' negative face.…”

Section: Introductionmentioning

confidence: 99%

“…According to Athieh and Yassin (2011), there have been a lot of studies on the speech acts of request, compliment, apology and complaint in the sociocultural pragmatics, but not on refusal. Refusals have not much studied but are being paid increasing attention to (Beebe, et.al.,1990;Bardovi-Hartford, 1990;Liao and Breshnahan, 1996;Blum-Kulka and Olshtain 1984;Gass 1999;Takahashi and Beebe 1987;Nelson andCason 2002 in Farnia &Wu, 2012). Moreover, from those researches which examine refusal strategies, it is found that only few researches which investigate the use of refusal strategies by non-native speaker of English.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, from those researches which examine refusal strategies, it is found that only few researches which investigate the use of refusal strategies by non-native speaker of English. Out of fifteen studies in the topic of refusals, only six included non-native speakers of English and only four of these studies examined how non-native speakers of languages other than English utilized English in making refusals (Beebe, et.al., 1990;Chen, 1995;King andSilver,1993 in Farnia &Wu, 2012). Thus, the researcher initiates to investigate the use refusal strategies by non-native speakers of English in Gandhi Memorial Intercontinental School Bali (GMIS).…”

Section: Introductionmentioning

confidence: 99%

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Refusal Strategies Used By Multi-Nationality Students

Dewi

Tantra

Artini

et al. 2019

j. pendidik. indonesia.

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This descriptive qualitative study was aimed at exploring refusal strategies used by the students of primary level of Gandhi Memorial Intercontinental School (GMIS) Bali in requesting, offering, inviting, and suggesting. The students being involved as the subject of this study were multi nationality (Indonesian, Indian, Russian, and Japanese) male and female students of the third, fourth and fifth grade which were determined using purposive sampling technique. Data collection was conducted through observation, recording, and note taking employing video recorder, camera, and field note as the instruments of the data collection. Data analysis in this study was done through four concurrent activities covering data collection, data reduction, data display, and conclusion. The result shows that, in context of request across nationalities, view from the frequency (percentage of refusals) it shows direct refusal is highly used by Russian while it is lowest used by Indonesian students. On the contrary indirect strategy is more often used by Indonesian students. while in context of refusing an offer. it reflects that Indonesian is mostly to refuse it in direct way but this is contrast with Russian who perform direct refusal in less frequent. This condition is in context of refusing in indirect way. the data reveals that Russian are more often to refuse the offering in indirect way while Indonesian is the lowest. In context of refusing invitation, nationality which is the highest used of direct refusal is Indian while nationality which was prefer to perform indirect refusal is Russian. In addition, in context of Suggestion, direct refusal is highly performed by Russian whereas indirect refusal is more often used by Japanese students.

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“…The employment of reasons, apologies and alternatives as the three salient strategies used by the MSE and the NSE were in line with findings of studies by Beebe et.al. (1990), Farnia and Wu (2012), and Sattar and Farnia (2014).…”

Section: Figure 2 Mse Vs Nse Direct Strategies When Refusing High Stamentioning

confidence: 99%

Refusal Strategies Used by Malay Esl Studentsand English Native Speakers to Refuse a Request

Saad

Bidin

Shabdin

2016

icecrs

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ABSTRACT:The present study investigates similarities and differences of a speech act of refusal in English as realized by Malay Speakers of English (MSE) and Native Speakers of English (NSE). The study examined the types and also the contents of the strategies used by the two groups when refusing a request made by a higher status interlocutor. An Enhanced Open Role-play was utilized to obtain data on the types and content of refusal strategies. Participants of the study comprised 12 MSE undergraduate students from a local university and 12 NSE who were IGSCE and Diploma Baccalaureate students from an international school who had refused to the higher status interlocutor's request. Qualitative data analytic methods were used to analyse the data which were classified into semantic refusal strategies and politeness strategies. Brown's and Levinson's politeness theory, Hofstede's cultural dimensions and Hall's high-and low-context cultures were used to guide the study. The findings revealed that the two groups shared many similarities in terms of types and contents of the strategies when refusing to the higher status interlocutor's requests. Nevertheless, the NSE demonstrated a higher use of direct strategies and the content of their indirect strategies and adjuncts to refusal strategies reflect the western individualistic values. The MSEs,' on the other hand exhibited the eastern values which prioritize group's importance. These findings provide further insights on the complexities of refusal interaction and the patterns could be used by English language teachers as pragmatic input to develop English as a Second Language students' ability to use socially appropriate language for the situation they encounter.

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An Intercultural Communication Study of Chinese and Malaysian University Students’ Refusal to Invitation

Cited by 14 publications

References 37 publications

A Case Study of L1 Interference in Speech Acts among Chinese L2 Students

A Case Study of L1 Interference in Speech Acts among Chinese L2 Students

Refusal Strategies Used By Multi-Nationality Students

Refusal Strategies Used by Malay Esl Studentsand English Native Speakers to Refuse a Request

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