Sorry as a Marker for Self-negation Used by Learners in Language Classrooms

Abstract

This study analyzes the naturally occurringEnglish word sorry in adult learners' talk in a language classroom and examines its role as a marker for self-negation from the perspective of pragmatic negation. The database for this study consists of 40 hours of video recordings of online tutorials for learning Chinese as a second language at a university in Hong Kong. The detailed analysis shows that to address various types of problematic utterances they make, learners do not always use an explicit negation operator such as no to negate their prior utterances but instead use sorry as an alternative. Rather than being used as a negation of a truth-functional operator for propositions, sorry is prominently used by learners as a device for objecting to a prior utterance in conversational implicature or other aspects of language use related to pragmatic negation. The findings also show that sorry plays a dual role by negating the prior utterance and predicting the next utterance, which may be either by the speaker or by the hearer, for correction. The reason for sorry being used as a marker for negation is discussed, and the study suggests that as sorry is perceived and understood maturely by speakers and hearers in context, it realizes the function of pragmatic negation.

Form and function of negation in German and Indonesian: Searching for equivalent construction of meaning

“…This study shows more complexity of negation by comparing it with the Indonesian language to contribute to an interlingual study and language transfer. The findings of this study als o show more potential analysis of Indonesian or German language such as in terms of the use of certain negation variants which produce more social and mental meanings (see Yang, 2017). Negation expands its use beyond the concern at the level of lexical sense; therefore, accurate use of negation is a crucial part of making meaning.…”

“…A study related to negation has become a fascinating topic for most of the language researchers. linguistic description of its use at sentence levels as a process of meaning-making in a certain context of language use (Beukeboom, Burgers, Szabo, Cvegic, Lonnqvist, & Welbers, 2019;Kavac, 2019;Macleod, 2019;Wilson & Hansen, 2019), the use and meanings of negation in classroom practices (Gil, Marsden, & Wong, 2017;Yang, 2017),…”