Proficiency and preference organization in second language refusals

• Published in: Journal of pragmatics 2018-05, Vol.129, p.140-153
• Main Authors: Al-Gahtani, Saad, Roever, Carsten
• Format: Article
• Language: English
• Subjects: Arabic language; Bilingualism; Conversation Analysis; Dyadic interaction; English as a second language; English as a second language learning; English language; English literature; English proficiency; Function words; Interactional competence; Interlanguage pragmatics; Linguistic competence; Linguistics; Native-nonnative speaker communication; Refusals; Second language pragmatics; Speech acts
• ISSN: 0378-2166; 1879-1387
• DOI: 10.1016/j.pragma.2018.01.014

This study investigates the development of second language (L2) learners' interactional competence, specifically how their dispreference marking in refusals changes as their general target language competence and interactional competence increase. 30 L2 speakers of English with L1 Arabic at three proficiency levels and 10 native English speakers conducted dyadic role plays involving requests and refusals. With increasing proficiency, learners' range of interactional methods for implementing refusals as dispreferred actions also increase. Low-proficiency learners showed little delay or mitigation of refusals, whereas intermediate proficiency learners employed “yes but” constructions and other refusal turn formats and showed incipient ability to delay the refusal by sequential means. Advanced learners exhibited more active recipiency, implemented sequential and lexical resources more precisely and conventionally, and had a larger range of methods at their disposal. English native speakers used additional methods, not found in the learner groups, most notably the prefatory particle “well”. We attribute learners' changes in interactional competence to their greater ability to formulate responses while still listening to the interlocutor, and their extensive practice with methods of conveying refusal without damaging social solidarity. We note remaining gaps in even advanced learners' competence, which may require focused instruction. •L2 refusals develop with increasing proficiency•Learners show greater ranges of lexical and sequential tools•Learners become increasingly able to delay and mitigate their refusals.•Differences with native speakers remain.