(No) need for clarity – Facework in Spanish and German refusals

Siebold, Kathrin; Busch, Hannah

doi:10.1016/j.pragma.2014.10.006

Cited by 28 publications

(19 citation statements)

References 7 publications

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“…One of the few features in realizing refusals that sets them apart is "the frequent use of the direct "no" in combination with a grateful expression in German (nein, danke) and English (no, thanks), while in Russian the formula most often used is a simple spasibo without any direct "no"" (Nixdorf, 2002, p.124 cited in Siebold & Busch, 2014. Siebold and Busch (2014), however, assert that even "in apparently similar occidental cultures, like the German and Spanish cultures, there also exist considerable differences between the systems of verbal politeness and communicative styles" (p.66).…”

Section: Discussion Of the Differences And Similaritiesmentioning

confidence: 99%

Refusal Strategies Employed by Bulgarian and English Native Speakers With Higher Status Interlocutors

Mitkova¹

2020

SILC

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Section: Discussion Of the Differences And Similaritiesmentioning

confidence: 99%

Refusal Strategies Employed by Bulgarian and English Native Speakers With Higher Status Interlocutors

Mitkova¹

2020

SILC

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“…Linguistic appropriateness refers to linguistic performance or the actual manifestation of grammatical utterances. Pragmatic appropriateness, on the other hand, is the members' awareness of the social and cultural norms of a community (Rose & Kasper, 2001), including its identities (Llurda, 2004;Seidlhofer, 1999). Thus, learning a language is not merely understanding the grammar and the vocabulary of that language, but the appropriate use of the learned components for communication (Bayat, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus, the focal purpose of the present inquiry is to examine the linguistic systems of Iranian trilinguals who adopt the institutionalized varieties of English in the Expanding Circle (Kachru, 1986), which differ from those of British or American standard English. If acquiring a language means a new identity construction (Llurda, 2004;Seidlhofer, 1999), then the bilinguals may hold two or more identities coincidently (Kondo, 2008), and they do not merely duplicate the native speakers' language norms (Kasper, 1997). In learning English as an international language, the learners' pedagogical models and identities are valued.…”

Section: Introductionmentioning

confidence: 99%

Trilinguals' Identity Synergism Through Pragmatic Skills

Salimi

Abedi

2020

JLE

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Recent studies on bilingualism and pragmatics paid little attention to trilingual speakers. This investigation examined the trilinguals' identity synergism by drawing on their linguistic repertoire and discursive identity through pragmatic skills. For this purpose, twenty advanced EFL learners with Persian and Turkish as their mother tongues were homogenized through IELTS and played roles in Persian, Turkish, and English languages. For modeling, three monolingual native speakers of the English language responded to the English version of written discourse completion tests taken from the same role-plays. The data underwent content analysis to extract and codify the themes. The results revealed a synergy among the trilinguals' discursive systems when performing apology, complaint, refusal, and request speech acts. Multidirectional transfers among the trilinguals' Turkish, Persian, and English languages developed a form of English communication that was different from that of the native speakers' model. Gestures and mimes were the non-verbal strategies employed more in the trilinguals' Turkish and English languages than their Persian. This study helps researchers and teachers gain insight into identity, pragmatics, and multilingualism.

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“…In order to understand how speech acts are realized in different languages, the Cross-Cultural Speech Act Realization Project (CCSARP) was conducted in various languages (i.e., Hebrew, Danish, and German) by focusing on request and apology speech acts (Blum-Kulka & Olshtain, 1984). Since then a large body of cross-cultural pragmatics studies has been conducted across languages by using the same coding scheme or by adapting it (e.g., Lee, 2004;Lu, 2001;Ming-Fang Lin, 2014;Pinto & Raschio, 2007;Siebold & Busch, 2015). In the Turkish context, several comparative studies have been conducted with Turkish learners of English to investigate how they realize complaint, apology and request speech acts (e.g., Bikmen & Marti, 2013;Istifci, 2009;Kılıckaya, 2010).…”

Section: Speech Actsmentioning

confidence: 99%

“…Speech acts, which are functional units in communication (e.g., requests, promises and apologies), have long received the attention of researchers interested in L2 learners' pragmatic competence since they can reflect the cultural norms and values of a society (e.g., Blum-Kulka & Olshtain, 1984;Lee, 2004;Lu, 2001;Ming-Fang Lin, 2014;Pinto & Raschio, 2007;Siebold & Busch, 2015). While studies on speech acts focused on L2 socialization or pragmatic socialization of L2 learners (Matsumura, 2001;Poole, 1994;), conceptual socialization is still a budding framework and studies on L2 learners' conceptual socialization is limited to their acquisition of formulaic expressions in EFL contexts (Ortactepe, 2012).…”

Section: Introductionmentioning

confidence: 99%

Conceptual Socialization in EFL Contexts: A Case Study on Turkish EFL Learners’ Request Speech Acts Realization

Şanal¹,

Ortaçtepe²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Conceptual socialization refers to the process second/foreign language learners go through to transform their conceptual system so as "to fit the functional needs of the new language and culture" (Kecskes, 2002, p. 157). Therefore, the present study examined Turkish EFL learners' conceptual socialization by analyzing the similarities and differences between native speakers of English and Turkish learners of English in their request speech acts realization. The data were collected from Turkish learners of English (focal group) and native speakers of English (baseline group) through role-plays and a written discourse completion task on requests both in Turkish and English. Participants' responses were rated in terms of the level of formality, politeness, directness and appropriateness. The results indicated that although the Turkish EFL learners were higher level learners, they could not produce the required level of politeness, formality and appropriateness in their speech acts as much as the native speakers did. This study reveals that in EFL contexts, where there is lack of authentic social interaction and engagement with a community of practice, language learners' conceptual socialization process is bound to their experiences of classroom instruction and L1 socialization.

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(No) need for clarity – Facework in Spanish and German refusals

Cited by 28 publications

References 7 publications

Refusal Strategies Employed by Bulgarian and English Native Speakers With Higher Status Interlocutors

Refusal Strategies Employed by Bulgarian and English Native Speakers With Higher Status Interlocutors

Trilinguals' Identity Synergism Through Pragmatic Skills

Conceptual Socialization in EFL Contexts: A Case Study on Turkish EFL Learners’ Request Speech Acts Realization

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