Are You Deaf I’Ve Said “No, No, No” - Presentation Transcript
Cem BALÇIKANLI Gazi University, Faculty of Education, English Language Teaching Department E-mail: [email_address] The 8th International Language, Literature and Stylistics Symposium İzmir University of Economics May, 2008 Are you deaf? I’ve said “No, No, No”
The term ‘speech act ’ has been defined as a minimal unit
of discourse by Searle (1969) and as a basic and a
Functional unit of communication by Cohen (1996).
We perform speech acts when we offer an apology,
g reeting,request, complaint, invitation, compliment, or
refusal .
What speech act?
In order to achieve approximate native-speaker levels of pragmatic competence, learners need to acquire the rules of politeness of the target culture and to develop interaction skills, knowing who may or may not speak in certain settings, how they should talk to people of different statuses and roles, what nonverbal behaviors are appropriate for them to use in various contexts, what routines they should use for turn taking in conversation, and how to perform and comprehend speech acts such as requesting, apologizing or REFUSING ( Saville-Troike, 1996). Why speech acts?
REFUSALS can be a
tricky speech act to perform linguistically
and psychologically since the possibility of
offending the interlocutor is inherent in the
act itself (Kwon, 2004:340).
Why refusals?
At a summit meeting between President Nixon and the late Prime Minister Sato of Japan in 1969 , Nixon asked Sato whether he would agree to curtail Japan’s fabric exports to the United States in exchange for the return of Okinawa. Sato answered, “ Zensho shimasu ”, which was literally translated into English as “ I’ll take a proper step ”, but in Japanese is usually understood as a rejection. Nixon thought he had received a commitment and was furious when Sato failed to take any effective action. But in fact, Sato did not feel that he had made any commitment, as this kind of statement in Japanese culture is a polite way of refusing (Beebe and Takahashi, 1990).
Sample, Instrumentation, and procedures
Aim
to investigate refusals of English learners in Turkey and in Czech Republic
Sample
forty-two Turkish learners in Turkey and thirty-five Czech learners in Czech Republic
Instrument
DCTs are written questionnaires
including a number of brief situational descriptions, followed by a short dialog with an empty slot for the speech act (Kasper and Dahl, 1991).
! A big thank you to Czech and Turkish
colleagues and student teachers....
! “I’m sorry. I wish I could come to the party
with you but I’ve lots of homework to do”.
* I’m sorry ............ Statement of regret
* I wish I could... .. Wish
* But I ’ve a... ....... Excuse
Data Collection & Analysis
Ercetin, N. G. (1995). “Pragmatic transfer in the realization of apologies:
The case of Turkish EFL learners”.
Dogancay-Aktuna, S. and Kamıslı, S. (1997). “Pragmatic transfer in
interlanguage development: A case study of advanced EFL learners”.
Bulut, D. (2000) “A Cross-cultural study of refusals in American English
and Turkish.”
Karatepe, Ç. (2001) “ Pragmalinguistic Awareness in EFL Teacher
Training”.
Demir, S. (2003). “ Bidirectional pragmatic transfer: An investigation on
refusal strategies of Turkish users of English”.
Madak, M. (2004). “Gender differences in the use of requests by Turkish
EFL learners”.
Kal Ünal, F. (2004). “ Requests in English and in Turkish in the language
of Turkish student teachers: A comparative study”.
Tekyıldız, Ö. (2006). “A comparative study on the use of refusals by
Turkish learners of English and Native speakers of English in urban and
Situation 1: Refusing a lower status person’s request
Situation 2: Refusing an equal status person’s request
Situation 12: Refusing a higher status person’s request
Some refusals...
TURKISH LEARNERS
S1: I pay you more than other
bosses!
S1: I have pleased with your work
but that doesn’t mean “I will
increase in your pay.
S2: I’m sorry, but I’m not a slave
who always have to attend the
class all the time while you’re
having fun.
S2: If you had attended your
lectures regularly, I would have
given the notes, but I’m not a
green or a jerk.
S12: It’s not possible because my
mom is sick. I have to go home
S12: I wish I could but my
husband’s waiting for me at home.
CZECH LEARNERS S1: Unfortunately, we have no budget for this although I’m very satisfied with your work. S1: I’m sorry but I can’t afford it. S2: Sorry man, I just left my notes at home by accident. S2: I’m sorry but do you think that I should? I regularly attend and you do not. S12: I’m really sorry but my husband and I will celebrate our anniversary, and we have already booked a place in the French restaurant. S12: I’m so sorry, but my wife has prepared delicious food for me, so I can’t disappoint her. Sorry again.
SITUATION 3:
You are the president of a big printing company. A
REFUSAL OF INVITATION Situation 3: Refusing a lower status person’s invitation Situation 4: Refusing a higher status person’s invitation Situation 10: Refusing an equal status person’s invitation
Some refusals...
TURKISH LEARNERS
S3: I’m afraid it is my daughter’s
today and I believe that being a
big businessman first of all
requires to have a big heart for
your family.
S3: I’ll meet my lover at that time.
S4: Sorry, but my wife and I
broke up.
S4: I feel proud of myself since
you’re so kind to invite me, but
I’m afraid I can’t.
S10: Thank you, but I’ve
promised my wife to go to her
parents.
S10: I don’t like parties.
CZECH LEARNERS S3: I would like to have a dinner with you but, I have no time right now. Maybe later. S3: Sorry, I don’t have time for this. S4: Sorry, I can’t come. My husband is in a hospital and I’ll have to take care of my children. S4: I’m sorry but, we are invited to my sister’s engagement. S10: I’m sorry I can't. My husband is mentally ill, so we can’t visit any friends now. S10: I’m sorry but I’ve already been invited to another one.
SITUATION 5:
You are at a friend’s house watching TV. Your
friend offers you a snack.
You: Thanks, but no thanks. I’ve been eating like a
pig and I feel just terrible. My clothes don’t even fit
REFUSAL OF SUGGESTION Situation 5: Refusing an equal status person’s suggestion Situation 6: Refusing a higher status person’s suggestion Situation 8: Refusing a lower status person’s suggestion
Some refusals...
TURKISH LEARNERS
S5: Oh, thanks. But, you know I
have an allergy about diets.
S5: No, thank you. I don’t think I
need a new diet.
S6: Thank you for your suggestion.
S6: Sir, sorry, but it is not my
style.
S8: Yes, it would be wonderful,
but I’m sorry because I have no
time, but If I have time, I can help
you.
S8: We don’t have enough time
to do that. Maybe later.
CZECH LEARNERS S5: You know, I don’t believe in diets. S5: I have my own diet, thank you. S6: That’s a good idea, but I have a good memory. I should rather tidy the mess on my desk. S6: I have my own system about how to organize my things. But thank you for your advice. S8: I’m teaching English grammar, not the English conversation. S8: If you feel so, we can discuss it, but your grammar and practice is balanced acoording to your needs.
SITUATION 7:
You arrive home and notice that your cleaning lady
is extremely upset. She comes rushing up to you.
Cleaning lady: Oh God, I’m sorry! I had a terrible
accident. While I was cleaning, I bumped into the
table and your china vase fell and broke. I feel very
bad about it. I’ll pay for it.
YOU: (Knowing that the cleaning lady is
supporting t hree children) .......................................
Cleaning lady: No, I’d feel better if I paid for it.
REFUSAL OF OFFER Situation 7: Refusing a lower status person Situation 9: Refusing an equal s tatus person Situation 11 : Refusing a higher status person
Some refusals...
TURKISH LEARNERS
S7: No, no, no, Don’t feel bad. It’s
not important. Forget it.
S7: It is not important. In fact, I
didn’t like it very much.
S9: Thank you very much, it look
wonderful but I’m on a diet ok, but
just a little piece.
S9: No, thanks. Are you deaf? I’ve
said “no, no, no, no”
S11: You make me happy with
you offering but I’m sorry.
S11: Sir, to be honest. I don’t
want to go another town. I think I’ll
be more efficient if I continue to
work this company.
CZECH LEARNERS S7: No, you don’t have to pay for it.You do a good job in here. Such things happen. S7: Oh, it’s OK. I didn’t really like it all. S9: Not really, I feel like a pig. S9: No, thank you. I said NO! S11: My mother-in-law would kill me if I moved somewhere else. S11: No, I don’t want to move. Does it sound clear to you?
Concluding remarks
Unless learners pay conscious attention to the relevant
social factors in a particular context, they are likely to
lapse automatically into the norms of their native
language and culture and may thereby cause
unintended offense’.
With sensitivity and awareness of
sociolinguistic rules involved in the target
language, Korean learners of English may avoid the
occurrences of cross-cultural miscommunication as a
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