Söz Eylemleri ya da Reddetme Söz Eylem Öbekleri: Taylandlı İkinci Dil Öğrenenlerinden Bulgular

Konuşma yetkinliğine ve kelime kullanımına ek olarak, reddetme stratejileri iletişimde oldukça önemli bir rol oynamaktadır. Bu çalışma, Taylandlı öğrencilerin iletişime geçtikleri kişilerin statüsüne bağlı olarak reddetme söz eylemini öneri, teklif, istek ve davet eylemlerini çerçevesinde nasıl gerçekleştirdiklerini araştırmaktadır. Bu doğrultuda, 157 Taylandlı üniversite öğrencisinden, Sözlü Söylem Tamamlama Testinde (SSTT) listelenen ve düşük, eşit ve yüksek statüye sahip kişilerle iletişimde talep, davet, öneri ve teklifin reddedilmesiyle ilgili toplam 12 senaryoya cevap vermeleri istenmiştir. Katılımcılardan elde edilen yanıtlar yazıya aktarıldıktan sonra sistematik olarak kodlanmış ve Beebe, Takahasik ve Uliss-Weltz (1990) tarafından geliştirilen reddetme taksonomisine göre sınıflandırılmıştır. Sonuçlar, reddetme eyleminde kullanılan dilsel biçimlerin sıklığında, değişiminde ve içeriğinde bazı farklılıkları ortaya koymaktadır. Özellikle, katılımcıların çoğunun doğrudan ve dolaylı stratejileri sıklıkla kullandığı tespit edilmiştir. Buna ek olarak, bahanelerin, gerekçelerin ve açıklamaların, farklı etkileşimcilerle yapılan reddetmelerde sıklıkla kullanılan stratejiler olması, reddetme eylemlerinin bir söz edimi olarak değil, bir veya daha fazla bileşen içeren söz edimi kümeleri olarak ele alınması gerektiğini göstermektedir. Başarılı iletişimi etkileyen sosyo-kültürel faktörlerin önemine ışık tutmaya çalışan bu çalışmadan elde edilen bulgular ikinci dildeki ve kültürlerarası iletişimdeki edimbilimsel davranışlar hakkında bilgiler vermekte ve ikinci bir dil öğrenmekte olan öğrencilerinin edimbilimsel yeterliliğini geliştirmek için edimbilim öğretiminin dil öğretimine dahil edilmesi için öneriler sunmaktadır.

Speech Acts or Speech Act Sets of Refusals: Some Evidence from Thai L2 Learners

Apart from speaking competence and vocabulary used, refusal strategies play an important role in a communication scenario. This paper investigates how Thai students realise the speech act of refusals to the initiating acts of suggestions, offers, requests, and invitations with regard to the status of the interlocutor. To achieve this objective, 157 Thai university students were asked to respond to 12 scenarios listed in an Oral Discourse Completion Test (ODCT) eliciting refusals of three requests, three invitations, three suggestions, and three offers in lower, equal, and higher status scenarios. All responses were systematically collected, transcribed, coded, and classified based on the refusal taxonomy developed by Beebe, Takahasik, and Uliss-Weltz (1990). The results revealed some discrepancies in the frequency, shift, and content of linguistic forms used in the refusals. In particular, most Thai students reported the use of indirectness, and a combination of direct and indirect strategies was used most frequently. Particularly, excuses, reasons, and explanations were the strategies frequently used in refusals with the different interactants, suggesting that refusals should not be treated as a speech act but as speech act sets that include one or more components. The study sheds light on the importance of socio-cultural factors that affect successful communication. It contributes to the knowledge of pragmatic behaviour in the L2 or intercultural pragmatics and also provides suggestions for integrating pragmatic instruction to foster the pragmatic competence of L2 learners.

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