CANTHO UNIVERSITY
SCHOOL OF EDUCATION
ENGLISH DEPARTMENT
REFUSAL STRATEGIES BY CTU ENGLISH MAJORED STUDENTS
B.A Thesis
Field of study: ENGLISH LANGUAGE TEACHING
Supervisor: Lê Xuân Mai, M.Ed
Student: Đặng Thị Ngọc Thủy
Class: NN0652A2
Student code: 7062967
Cần Thơ, May 2010
CONTENTS
Page
Acknowledgements........................................................................................i
Abstract........................................................................................................ii
List of abbreviations....................................................................................iii
List of tables................................................................................................iii
List of figures..............................................................................................iii
Chapter 1: INTRODUCTION...................................................................1-4
1.1. General statement of the problem.....................................................1
1.2. Statement of the hypotheses, objectives and research questions.......2
1.3. Definition of terms...........................................................................3
1.4. General organization and the coverage of the study......................3-4
Chapter 2: LITERATURE REVIEW
5-10
2.1. Related literature...........................................................................5-8
2.1.1 The pragmatic component in the models of communicative
competence
........................................................................................................5-6
2.1.1 The speech act theory and the speech act of refusal...............6-7
2.1.3 The politeness principle............................................................7
2.1.4 The politeness principle in Vietnamese language..................7-8
2.1.5 Pragmatic transfer.....................................................................8
2.2. Related studies..............................................................................8-9
2.3. Justification of the present study.................................................9-10
Chapter 3: METHOD
11-16
3.1. Research design..............................................................................11
3.2. Description of subjects, instruments and materials....................11-14
3.3. Research procedures..................................................................14-15
3.4. Description of measures employed............................................15-16
Chapter 4: FINDINGS
17-29
4.1. Overview of the statistical procedures............................................17
4.2. Description of findings pertinent to each hypothesis, objective and
question
..................................................................................................................
17-29
Chapter 5: SUMMARY AND DISCUSSION
30-33
5.1. Summary of research problem, method and findings................30-31
5.2. Conclusions....................................................................................31
5.3. Implications...............................................................................31-32
5.4. Limitations................................................................................32-33
Reference materials
Bibliography
Appendix
ACKNOWLEDGEMENTS
First and foremost, I would like to express my deepest gratitude to my
supervisor Le Xuan Mai for her inspiration, valuable suggestions and helpful advice.
Second, I extend my special thanks to the English Department for offering me
a chance to conduct this research, and to the teaching staff for their assistances and
support.
Third, I am especially grateful to Ms.Hollingworth for enthusiastically
helping me with the hard work of data interpretation.
Last but not least, I wish to acknowledge three volunteer teachers and all
students of English class 33 and 35 for helping me complete the questionnaire with
enthusiasm.
ABSTRACT
Although speech act is universal, it varies from cultures to cultures. Refusal, as
well as other speech acts, reveals distinctive cultural features of an ethnic. Therefore,
the similarities and differences in refusal by native speakers of English and Can Tho
University (CTU) English majored students were examined in this study. Four native
speakers of English (2 Americans and 2 Australians) and ten CTU third-year English
majored students and ten CTU first-year English majored students were asked to
complete a Discourse Completion Test (DCT) developed by Beebe et al. (1990),
resulting 288 speech acts of refusal (SARs).The data were analyzed utilizing a Simple
Concordance Program (SCP) and the Excel function. It was found that first-year
students employed more SARs than third-year ones and the former were more direct
than the latter in refusal. Also, Vietnamese students used more statements of regret
and were more careful for the social status than the native speakers. Lastly, the
evidence of pragmatic transfer could be found, and it was affected by these students’
level of proficiency.
TÓM TẮT
Mặc dù hành động lời nói phổ biến trên toàn cầu, nó vẫn thay đổi từ nền văn hóa
này sang nền văn hóa khác. Từ chối, cũng như những hành động lời nói khác bộc lộ
những đặc điểm đặc trưng thuộc về văn hóa của một dân tộc. Vì vậy, sự tương đồng
và sự khác biệt trong cách từ chối của người nói tiếng Anh bản xứ và sinh viên chuyên
Anh trường Đại học Cần Thơ được khảo sát trong bài nghiên cứu này. Bốn người nói
tiếng Anh bản xứ (2 người Mỹ và 2 người Úc), mười sinh viên chuyên Anh năm ba và
mười sinh viên chuyên Anh năm nhất được mời để điền vào bài kiểm tra hoàn tất tình
huống (DCT) được phát triển bởi Beebe và các tác giả khác (1990), kết quả thu được
288 phát ngôn từ chối. Dữ liệu được phân tích bằng cách sử dụng một chương trình
tương thích đơn giản (SCP) và chức năng Excel. Kết quả tìm thấy rằng sinh viên năm
nhất sử dụng nhiều phát ngôn từ chối và từ chối một cách trực tiếp hơn sinh viên năm
ba. Hơn nữa, sinh viên Việt Nam sử dụng nhiều lời nói chỉ sự hối tiếc và quan tâm đến
vai vế trong xã hội hơn so với những người bản xứ. Cuối cùng, dấu hiệu của sự
chuyển giao ngôn ngữ thuộc về mặt ngữ dụng học được tìm thấy và nó bị ảnh hưởng
bởi trình độ của những sinh viên này.
LIST OF ABBREVIATIONS
CTU: Can Tho University
DCT: Discourse Completion Test
SARs: speech acts of refusal
LIST OF TABLES
Table 1: Summary: Use of SARs by 10 First-year Students.....................................17
Table 2: Summary: Use of SARs by 10 Third-year Students...................................18
Table 3: Summary: Use of SARs by 4 Native Speakers...........................................23
Table 4: Summary: Use of SARs by 4 First-year Students......................................24
Table 5: Summary: Use of SARs by 4 Third-year Students.....................................25
LIST OF FIGURES
Figure 1: Native Speakers by Social Status..............................................................20
Figure 2: 4 Third-year Students by Social Status.....................................................22
Figure 3: 4 Native Speakers by Social Status..........................................................26
Figure 4: 4 First-year Students by Social Status......................................................26
Figure 5: 4 Third-year Students by Social Status.....................................................27
CHAPTER 1: INTRODUCTION
1.1.
General statement of the problem:
Odlin
(1989)
states
in
his
book
“Language
Transfer”,
“misinterpretations may occur when native and target language word-order
patterns differ and when cultural assumptions differ”. Therefore, practicing
good communication skills, especially listening and speaking skills requires
good sociolinguistics knowledge of the target language. Learners of English
have to overcome the difficulties not only in grammar and pronunciation but
also in the proper usage involved idiomatic expressions and cross-cultural norm
of the target language. Refusal, as well as other speech acts, reveals distinctive
cultural features of an ethnic. Each language has its own choices of strategies in
refusal. Bringing the conventions of native language into English by learners of
English usually leads them to difficulties and misunderstandings. As a result,
they are not always successful when they interact with native speakers
regardless of their proficiency in phonology, semantics, morphology and
syntax. Hence, the researcher is strongly motivated to find the differences and
similarities between the CTU English majored students and native speakers in
their way to apply the use of refusal patterns in order to withdraw practical
implications in English classrooms to help students better communicate in the
target language.
1.2.
Statement of the objectives, hypotheses, and research questions:
1.2.1. Objectives:
The purpose of this research is to examine the similarities and
differences between the first-year English majored students and the thirdyear English majored ones and native speakers when they apply the use of
refusal patterns and some possible consequences for those similarities and
differences. In addition, the researcher also aims to investigate the evidence
of pragmatic transfer in CTU English majored students’ utterances and
study whether the level of proficiency affects their pragmatic transfer or
not.
1.2.2. Research questions:
1.2.2.1
When the first-year English majored students refuse in
English, is their use of refusal patterns different from those used by
the third-year English majored students?
1.2.2.2.
When CTU English majored students refuse in English, is
their use of refusal patterns different from those used by native
speakers?
1.2.2.3
Does pragmatic transfer occur when CTU English majored
students refuse in English?
1.2.3. Hypotheses:
1.2.3.1
The use of refusal formula by first-year students and third-
year students will reveal some differences, though they also share
some similarities. The researcher hypothesizes third-year students
will employ more patterns of refusal than first-year students since the
third-year students’ proficiency is advanced. However, both firstyear and third-year students would utilize equal number of statement
of regret because they belong to Asian culture, where traditional
values should be appreciated.
1.2.3.2
The use of refusal formulae by CTU English majored
students will be different from those by native speakers. For
example, Vietnamese students will be more careful for the social
positions than the native speakers because Vietnamese students, who
are Asian people, don’t want to make their higher status speaking
partners lose face.
1.2.3.3
The evidence of pragmatic transfer would be found in
first-year students’ refusal. They will translate from Vietnamese into
English when they do not know how to express their ideas in
English.
1.3.
Definition of terms
The terms: strategy, sociolinguistics and transfer are defined as follows.
Brown and Levinson (1978) divide strategy into solidarity strategy and
deference strategy. The tendency to use positive politeness forms, emphasizing closeness between a speaker and a hearer, can be seen as solidarity strategy. Deference
strategy is the tendency to use negative politeness forms emphasizing the hearer’s
right to freedom. This study will concentrate on the solidarity strategy.
According to Lado (1957), sociolinguistics deals with the inter-relationships
between language and society.
Moreover, Lado claims that transfer is the influence resulting from similarities
and differences between the target language and any other languages that has been
previously (and perhaps imperfectly) acquired. There are two kinds of transfer:
positive transfer (facilitation) and negative transfer (interference). The negative
transfer will be the main focus in this study.
1.4.
General organization and coverage of the study
Chapter one mentions the general statement of the problem. Then it presents
the objectives, research questions and hypotheses. The definitions of term are also
stated in this chapter. Lastly, the general organization and coverage of the study is
introduced in this session.
The review of literature in chapter two discusses related studies, related
literature and justification of the present study. The pragmatic component in the
models of communicative competence is firstly discussed. Then, the speech act theory
and the speech act of refusal are introduced. Next, the politeness theory is also stated
in this session. After that, the related literature presents a cross-cultural comparison
between Vietnamese people and the Western people (mainly focused on American
and Australian). There are four related studies mentioned in this chapter. Lastly, the
justification of the present study states the motivation of the researcher to conduct this
study.
Chapter three describes the research design; description of subjects,
instruments and materials; research procedure and description of measures employed.
Chapter four reveals the results of the study answering the three research
questions. It includes the overview of the statistical procedures, description of findings
pertinent to each hypothesis, objective, and question and other findings.
Chapter five attempts to summarize the research problem, method, and
findings. The implications are discussed in this session, too. It also presents the
limitations so as to withdraw recommendations for further research.
CHAPTER 2: LITERATURE REVIEW
The related literature, related studies and the justification of the present
study will be introduced in this chapter. The definition of communicative competence,
pragmatics,
pragmalinguistics
and
sociopragmatics,
and
the
examples
of
pragmalinguistics and sociolinguistics will be firstly introduced in the subtitle “the
pragmatic component in the models of communicative competence”. Speech act
theory, which is an important component in pragmatics, will be introduced then. The
speech act of refusal will be fully discussed after the introduction of the speech act
theory. Then, the principle of politeness by Leech (1983) and Brown & Levinson
(1987) will be included. This session also presents the principle of politeness in
Vietnamese language. In addition, the pragmatic transfer and its characteristics will be
mentioned. The last part in this chapter is the justification of the present study.
2.1.
Related literature
2.1.1 The pragmatic component in models of communicative competence
Mckay
and
Hornberger
(1996)
state
in
their
edited
book
“Sociolinguistics and Language Teaching” that communicative competence involves
knowing not only the language code but also what to say to whom, and how to say it
appropriately in any given situation. In other words, in order to successfully
communicate, learners should properly apply the language patterns in different
contexts. Thomas (1983) claims that a speaker’s “linguistic competence” would be
made up of grammatical competence (knowledge of intonation, phonology, syntax,
semantics, etc.) and pragmatic competence (the ability to use language effectively in
order to achieve a specific purpose and to understand language in context). Similarly,
pragmatics is the study of the relationships between linguistics forms and the users of
those forms (Yule, 1996). This can be seen that pragmatics is the study of the
speaker’s meaning. Thomas (1983) divides pragmatics into pragmalinguistic and
sociopragmatic component. Pragmalinguistics refers to resources for transmitting
communicative acts and interpersonal meanings. Pragmatic strategies like directness
and indirectness, routines and a great number of linguistic forms which can strengthen
or soften communicative acts can be seen as these resources. For example, compare
the following two ways of expressing regret, the brief: “I’m sorry” and the lengthy:
“I’m absolutely devastated. Can you possibly forgive me?”. In both situations, the two
speakers want to say sorry, but they show a very different attitude and social
relationship in each of the version. Sociopragmatics is described by Leech (1983,
p.10) as “the sociological interface of pragmatics”, referring to the social perceptions
underlying participants’ interpretation and performance of communicative action. In
other words, speech communities are different in the way they assess speaker’s and
hearer’s social distance and social power, their rights and obligations, and the degree
of imposition involved in particular communicative act. (Kasper,1997)
2.1.2 Speech act theory and the speech act of refusal
Austin (1962) claims that there is a close link between speech acts and
language functions. In other words, when we say something, we are simultaneously
accomplishing a communicative action, that is, we are using words to perform actions
in real world context. For example, when you say: “There is a spider in your hair”,
you do not simply describe a state of affair, but you wish to achieve the goal of
warning the hearer. Austin also believes that speech act is a unit of speaking performs
different functions in communication. A single speech act actually contains three
separate but related speech acts: locutionary acts (speaker’s actual words),
illocutionary acts (speaker’s action), and perlocutionary acts. (Austin, 1962)
For example: Mike said to Annie: “Give me some cash.”
The locution can be inferred that Mike uttered the words Give me some
cash which can be semantically paraphrase as: “Hand some money over to me” with
me referring to Mike. In addition, this utterance can have an illocution force that Mike
performed the act of requesting Annie to give him some cash. Moreover, Mike’s
utterance could have any of the following perlocutions: ‘Mike persuaded Annie to
give him the money’; ‘Annie refused to give him the money’; ‘Annie was offended’,
etc. Therefore, we can define the perlocution as the hearer’s reaction.
Yule (1996) claims that, of these types of speech acts, the most
distinctive one is illocutionary force. In their edited book, “Sociolinguistics and
Language teaching” Mckay and Hornberger (1996) mention the role of the teacher the researcher and the learner in the teaching of speech acts. The teacher - the
researcher should obtain some information in the way native speakers perform certain
speech acts such as refusal, requesting, and complaining. Also, the similarities and
differences on how native speakers perform such speech acts and how they do, which
is often influenced to some extent by the way they would perform such
communicative functions in their native language, should be noticed by the learners.
This suggests that the teacher-researcher should make a comparison between how
native speakers perform such speech acts and how learners of foreign languages do to
help learners of foreign languages successfully perform speech acts in the target
language.
An especially sensitive pragmatic task concerns constructing refusals.
According to Beebe et al., (1990), refusals are a major cross-cultural “sticking point”
for many non-native speakers. To avoid being impolite or rude in making a refusal,
non-native speakers use indirect strategies; however, an indirect refusal might be
misunderstood by the target community.
2.1.3
Politeness principle
Leech (1983) analyzes politeness by the use of maxims. The tact maxim:
minimize cost to other; maximize benefit to other. Brown and Levinson (1987)
analyze politeness as showing awareness of the need to preserve face public selfimage. Positive politeness orients to preserving a person’s self-image as an accepted,
valued and liked member of a social group. Negative politeness orients to a person’s
self-image as a free individual who should not be imposed upon. Social status is one
of the factors that determine politeness behaviors (Leech, 1983; Brown & Levinson,
1987). Holmes (1995) claims that people with high social status are more prone to
receive deferential behaviors, including linguistic deference and negative politeness.
Thus, those with lower status are inclined to avoid offending those with higher status
and show more respect to them.
2.1.4
Politeness in Vietnamese language
According to Huynh (2004), in Vietnamese, there is a variety of the
personal pronouns. It can be counted that there are 60 personal pronouns in
Vietnamese system of personal pronouns (Tran, 1996). Therefore, age, home,
education, social status, and marital status are matters that Vietnamese people usually
pay close attention to when they engage in conversations. It is not because Vietnamese
people are curious as Western people sometimes feel annoyed when they are asked
such personal questions. When Vietnamese people know their partner clearly, they
can choose a proper personal pronoun and communicative strategy to acquire
successful communication. Furthermore, Vietnamese people tend to be more indirect
in communication, especially when they are about to say something threatening the
saving face of their partner. According to Brown and Levinson (1987), refusal is a
face-threatening act. As a result, in performance of refusal, Vietnamese people will
show their indirectness in order not to make their partner disappointed. Lastly, Tran
(1996) mentions a cultural distinctive feature in Vietnamese communication:
Vietnamese people are both confident and shy to communicate in community. On one
hand, they feel safe to communicate in their familiar speech communities. On the
other hand, when the speech community is extended, they tend to be shy and
deference their status in the belief of politeness. To conclude, Vietnam belongs to
Asian culture, where the politeness principle in communication is highly valued.
Therefore, the cultural distinctive feature of Vietnamese people can be summarized
into three main points: (1) they are sensitive to personal matters in interaction; (2) they
also tend to show their indirectness in situations threatened their partner’s face; and
(3) they are unconfident outside their habitual speech communities.
2.1.5
Pragmatic transfer
Lado (1957) states in his book “Linguistics across Cultures” that
learners depend completely on their native language, that is, “the forms and meanings
of the native language and culture in a second language learning situation”. In the
early days, this process is called language transfer. Language transfer is the influence
resulting from similarities and differences between the target language and any other
language that has been previously (and perhaps imperfectly) acquired (Lado, 1957). If
non-native speakers do not know how to make a refusal in the target community, it is
assumed that they will depend on their native culture’s strategies and transfer will
occur in refusals made by non-native English speakers (Hisako, 2000).
2.2.
Related studies
A number of studies have investigated speech acts. Nguyen (2006),investigated
similarities and differences in refusal of requests between Australian native speakers
of English and Vietnamese learners of English. She found out that Vietnamese were
more sensitive to the social status of the requesters. In addition, related to differences
in culture, Australians and Vietnamese also differ in the way they say “NO”.
Vietnamese
students
used
more
statements
of
regret
and
more
reason/excuse/explanation in their refusal than their Australian counterparts.
Moreover, Hsiang (2006), who conducted a research on interlanguage speech act of
apology by Chinese English Foreign Language (EFL) learners, proved that
proficiency effect is found operative in EFL learners’ interlanguage apology
production. The results of this study revealed a positive correlation between EFL
learners’ English proficiency and their interlanguage pragmatic competence and their
linguistic accuracy in apologizing. Furthermore, Beebe, Takahashi, & Uliss-Weltz
(1990) used a Discourse Completion Test (DCT) in the form of a written role-play
questionnaire consisting of 12 situations to compare Japanese and American refusal
strategies. The evidence of pragmatic transfer was found in the order, frequency, and
content of semantic formulas used by Japanese and Americans. In another study,
Kyunghye (2000) studied differences between native and non-native speaker
complaint strategies using questionnaires with DCT. The results apparently showed
that non-native speakers were not always successful in complaint and in
communication, in general. These failures of non-native speakers in complaints are
primarily caused by the limitation of sociopragmatic knowledge.
In summary, although “the speech act is universal” (Brown and Levinson,
1987), differences in culture will lead to differences in the choice of strategies. To the
EFL learners, there is evidence that the production of speech act is affected by the
level of EFL learners. Moreover, the lack of sociopragmatic knowledge causes the
failures in communication. In addition, pragmatic transfer was found when
investigating the refusal strategies. Furthermore, the level of proficiency also affects
the pragmatic transfer. Also, when foreign language proficiency is lower, the first
refusal strategy seemed to be used, and as a result, pragmatic transfer can be seen.
2.3.
Justification of the present study
The present study will be justified by a memory about a communication
breakdown which Ms.Hollingworth, an American volunteer teacher of English
Department, experienced in her listening-speaking 4 class. A student asked her for
leaving class early: “I want to go home because I am busy. I have to go now.” Liz, at
first, was uncomfortable because her student did not tell her the reason why s/he
wanted to leave early. In reality, to this student, “because I’m busy” is a reason to go
home. As a result, this student could be misunderstood by her teacher, s/he failed to
communicate because native speakers often state a clear reason when they want to
leave early. From her story, the researcher is strongly motivated to find out the reason
why there is such a breakdown in communication. The possible causes can be: firstly,
the student is not well equipped with linguistic competence (including grammatical
and pragmatic competence) and sociolinguistic competence (the knowledge of inter-
relationship between language and society); secondly, the student lacks the cultural
values of the target culture. Kasper (1997, p.3) states, “there are a vast numbers of
learners whose proficiency is advanced and yet they continue to display unsuccessful
pragmatic performance”. In other words, it does not mean that advanced students are
always successful to communicate with native speakers.
From the findings of the related studies of the researchers above, the researcher
would like to check whether the same result will occur with other subjects/ learners in
another context. Therefore, the questionnaire employed in the current study is adapted
from the study of Beebe et al. (1990) which discovered the evidence of the pragmatic
transfer. In addition, the researcher will base on the utterances elicited from the
Discourse Completion Test (DCT) to find out the differences and similarities between
CTU English majored students and native speakers in term of the use of patterns of
speech acts of refusal.
In conclusion, pragmatic competence is a crucial factor in non-native speaker’s
communicative competence. In order to successfully communicate, learners of
English should develop their pragmatic ability. However, pragmatic transfer does
occur if non-native speakers are not well equipped with linguistic competence as well
as the knowledge of the culture of the target language. Although people use the same
semantic formulae of speech acts of refusal to perform the speech act in the world,
they are different in the choice of strategies and the use of these patterns due to the
cultural dissimilarities. Because Vietnam is an Asian country, its cultural values are
different from those of Western countries. As a result, when Vietnamese people
perform the speech act of refusal, their use of patterns will be different from those of
Western people. Nevertheless, to English majored students, because they interact with
many values of Western culture, they may display some similarities in the way they
use to refuse to an invitation/request/offer/ suggestion. Moreover, Vietnamese
students are influenced by their native language, and the cultural values of Vietnamese
will be reflected in their refusals. The more advanced students’ level of proficiency is,
the less students are influenced by their native language. In other words, the pragmatic
transfer will be found more frequently in utterances of students whose level of
proficiency is elementary.
CHAPTER 3: RESEARCH METHOD
Chapter three will present the design of the research; the description of
participants, instruments and materials to conduct this research. Because the
utterances of the subjects must be coded to easily analyzed, the coding of semantic
formulae of speech acts of refusal will be introduced later. Then, the research
procedures will describe how the data were collected and analyzed. Next, the
description of the instrument employed in this study will be discussed along with the
rationale for using the Discourse Completion Test. Lastly, the three research questions
will be restated.
3.1.
Research design
A Discourse Completion Test (DCT) was used to collect the data. The data
were then analyzed. The description of subjects, instruments and materials are
presented in 3.2. Then the process of data interpretation is discussed in details in 3.3.
3.2.
Description of subjects, instruments and materials
3.2.1. Subjects
As a whole, 24 subjects participated in this study. They consisted of 10 English
majored students in their first year who just finished course listening-speaking 1; 10
English majored students in their third year who already finished course listeningspeaking 5 or public speaking ; and 4 female native speakers (two of them are
Americans; the others are Australians). The researcher assumed that first-year
students’ proficiency is higher than third-year's proficiency.
3.2.2. Instruments
In order to collect data of subjects’ utterances in refusal, questionnaires were
used with discourse completion task. The twelve-situation questionnaire consists of 3
suggestions , 3 offers, 3 invitations and 3 requests (adapted from Beebe, Takahashi, &
Uliss-Weltz (1990)). In the questionnaire, subjects were asked to write their responses
for each situation.
3.2.3. Materials
The data were analyzed based on a classification of refusal provided by Beebe
et al., 1990). For example, if the subject responses: "I cannot increase your pay
because I think that it is suitable for you.” This will be analyzed as [negative
willingness/ability] + [reason/excuse/explanation]. In the process of coding, there
were some semantic formulae were omitted because they were not found in the data
collection. The speech acts of refusal (SARs) were then assigned to codes to simplify
the analysis process.
Explanation for coding semantic formulae:
Ι.
Direct: Non-performative
α.
“No”
QQIA
For example: No, I think it takes time. I can remind myself.
β.
Negative willingness/ability (“I can’t.” “I won’t.” “I don’t think
so.”)
QQIB
For example: I’m sorry. I can’t lend you my notes because I have to
prepare for my exam.
ΙΙ.
Indirect
A. Statement of regret (e.g., “I’m sorry…” “I feel terrible…”, “I’m
afraid…”) QQIIA
For example: I’m sorry that I can’t help you now.
B. Wish (e.g., “I wish I could help you”)
QQIIB
For example: I really wish I could make it, but I really can’t change my
plan.
C. Excuse, reason, explanation (e.g., “My children will be home that
night.” “I have a headache.”)
QQIIC
For example: I have already organized a gathering on my house.
D. Statement of alternative (You can do X instead of Y. Why don’t you
do X instead of Y? I prefer… I’d rather…)
QQIID
For example: Could you borrow someone’s notes?
E. Promise of future acceptance (e.g., “I’ll do it next time” “I promise
I’ll…” or “Next time I’ll…” –using “will” of promise or “promise”)
QQIIE
For example: I will give you a response later.
F. Statement of principle (e.g., I’ll never do business with friends.”)
QQIIF
For example: I can’t give up my eating habit.
G. Set condition for future or past acceptance (e.g., “If you had asked
me earlier, I would have….”)
QQIIG
For example: If they all agree, then we can discuss it.
H. Attempt to dissuade interlocutor
α. Threat or statement of negative consequences to the requester
(e.g., “ I won’t be any fun tonight.” to refuse an invitation)
QQII Ha
For example: If you don’t study grammar, you won’t speak fluently.
β. Criticize the request/requester, etc. (statement of negative feeling
or opinion); insult/attack (e.g., “Who do think you are?”; “That’s a
terrible idea!”)
QQII Hb
For example: It is very terrible because I have to eat vegetables
everyday.
χ. Let interlocutor off the hook (e.g., “Don’t worry about it.”
“That’s okay.” “You don’t have to.”)
QQ II Hc
For example: You needn’t pay for it.
δ. Self-defense (e.g., “I’m trying my best.” “I’m doing all I can
do.” “I no do nothing wrong.”)
QQ II Hd
For example: I used to try to do it but it hasn’t worked.
I. Avoidance: Postponement / repetition (e.g., “I’ll think about it. I’m
not sure. I don’t know”)
QQ II J
For example: We can practise later.
J. Acceptance that function as a refusal
QQ IIK
For example: Sure, no worries (look for notes in bag)… Sorry, I can’t
find them
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