Refusals in instructional contexts and beyond (Editions Rodopi, 2013)
Cover; Title Page; Copyright Page; Contents; Acknowledgements; Introduction; Section I. Enhancing refusals in formal settings; Using TV series as input source of refusals in the classroom; Refusing in Second Life; The effect of instruction on learners' use and negotiation of refusals; Effects of metapragmatic instruction on EFLlearners' production of refusals; Section II. Variables affecting use of refusals; Refusals in L2 English: Proficiency effects on appropriateness and fluency; The role of proficiency in the production of refusals in English in an instructed context
Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program Section III. Investigating learners' production of refusals; Learners' production of refusals: Interactive written DCT versus oral role-play; Research method effects on third language learners' refusals; Production of refusals: Insights from stimulated recall; Notes on contributors
Little exposure and few opportunities for practice are two main drawbacks for learners in instructional contexts. These problems are intensified when dealing with face-threatening acts such as refusals, as learners are not fully capable of expressing their meanings and miscommunication is a likely by-product. The present volume aims at exploring factors and production of refusals in different instructional settings by means of ten original papers which address key questions dealing with the speech act of refusals. The relevance of the volume lies in the individual contributions which embrace innovative perspectives on refusals in order to provide an excellent contribution to this field of enquiry. The book is an obligatory reading for researchers and students interested in the field of interlanguage pragmatics, who will benefit from the range of educational contexts in which refusals are investigated