"Sticking Points": Effects of Instruction on NNS Refusal Strategies.

The study described here investigated the refusal strategies of intermediate-level second language learners and the potential for developing sociolinguistic competence in nonnative speakers (NNS) through classroom instruction. Subjects were six college students of English as a Second Language, divided into treatment and control groups. The treatment group was provided instruction on sociolinguistic variables important in refusing in American English. The control group participated in a class on how to make small talk with Americans. Preand post-test questionnaires de:':,ned to elicit refusals in English were administered. In addition, 2 weeks after instruction, participants were telephoned by a researcher requesting that they perform a burdensome activity at a time known to conflict with their schedules. Questionnaire results indicate that the instruction in refusals had little effect. Data from the telephone interview reveal no effect. Patterns of response found in certain questionnaire situati.:.s, and the large disparity between written and spoken refusal strategies, were found to be of special interest and have implications for further research. The questionnaire and a participant profile are appended. (MSE) ****A****************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U S. DEPARTMENT Of EDUCATION Othce d ecloCat,0,..1 Research and Imprrgnera EDUCATIONAL RESOURCES (ERICI INFORMATION to CENTE document net been reproduced as awed Iron, me person Or Orqehizabon ong.nsPng C Minor changes sane Deer, made to .mprOve reoroductIOn OuantY ecnntS Of v.v.,. oprhons stated in t Ns docu do not heCeSsenty represent otficat OERI posd.on or ooi.cy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." qtti "Sticking points": Effects of instruction on NNS refusal strategies Kendall A. King and Rita Elaine Silver University of Pennsylvania cm:1 Graduate School of Education The refusal strategies of intermediate level second language learners and the potential for developing sociolinguistic competence through instruction is examined in this study. Six university student volunteers were divided into treatment and control groups. The treatment group received an instruction class focusing on sociolinguistic variables important in refusing in American English; the control group participated in a class on how to make conversation (small talk) with Americans. Immediately prior to and one week following instruction participants completed a discourse questionnaire designed to elicit written refusals. Based loosely on the discourse completion test used by Beebe, Takahashi, and Uliss-Weitz (1990), the questionnaire contained situation descriptions designed to elicit refusals, each followed by an uncompleted dialogue. The questionnaire contained situations in which requests and invitations were made by interlocutors of varied status and social distance. Two weeks after instruction participants were telephoned by a researcher who requested that the participants perform a burdensome activity at a time known to conflict with their schedules. Results from the questionnaire indicate little effect of instruction. Data from the telephone interview reveal no effect of instruction. Of interest are the patterns of responses found in certain questionnaire situations and the large disparity between the written and spoken refusal strategies. We believe these two findings hold important implications for teaching and future research.