Shishan, D. (2020). A TEFL-Based Analysis of the Egyptian EFL Students' Production of Refusal and Acceptance Speech Acts. Journal of Research in Curriculum Instruction and Educational Technology, 6(4), 123-145. doi: 10.21608/jrciet.2020.117119
Dr. Sahar Abdul Hameed Shishan. "A TEFL-Based Analysis of the Egyptian EFL Students' Production of Refusal and Acceptance Speech Acts". Journal of Research in Curriculum Instruction and Educational Technology, 6, 4, 2020, 123-145. doi: 10.21608/jrciet.2020.117119
Shishan, D. (2020). 'A TEFL-Based Analysis of the Egyptian EFL Students' Production of Refusal and Acceptance Speech Acts', Journal of Research in Curriculum Instruction and Educational Technology, 6(4), pp. 123-145. doi: 10.21608/jrciet.2020.117119
Shishan, D. A TEFL-Based Analysis of the Egyptian EFL Students' Production of Refusal and Acceptance Speech Acts. Journal of Research in Curriculum Instruction and Educational Technology, 2020; 6(4): 123-145. doi: 10.21608/jrciet.2020.117119
A TEFL-Based Analysis of the Egyptian EFL Students' Production of Refusal and Acceptance Speech Acts
Sheraton Higher Institute Department of Languages & Translation
Abstract
Abstract
T
he present study measured the Egyptian EFL students' FL pragmatic competence in producing the refusal speech act. It aimed to determine the types of refusal strategies adopted by the Egyptian EFL students. In this regard, data were collected from 60 Egyptian EFL students. Participants were divided into two groups with 30 students each. Group A comprised students who are majoring in English and enrolled at the Department of English whereas group B included students who studied English as an ESP course at the Department of Tourism. Data were collected using a 12-item Oral discourse completion task (Oral DCT) questionnaire. Data were analyzed by using descriptive statistics like frequencies, mean scores and percentages. One way analysis of variance (ANOVA) was conducted as well to judge statistical significance between contextual variables and categories of refusal and acceptance strategies. Findings indicated that Egyptian EFL learners varied in adopting acceptance strategies, however they tended to use similar strategies for refusing invitations. The study emphasizes the needs of teaching pragmatic behavior to Egyptian EFL tertiary students. Social contextual variables were found to have statistically significant influence on the selection of refusal and acceptance strategies adopted by Egyptian EFL students.
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