توانش کاربرد‌شناسی در زبان انگلیسی در فراگیران دو‌زبانه (فارسی-بلوچی) و تک‌زبانه (فارسی): تمرکز بر مجموعه کنش گفتاری امتناع

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشگاه سیستان و بلوچستان

2 دکتری آموزش زبان انگلیسی، استاد مدعو گروه زبان و ادبیات انگلیسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

3 استاد‌یارزبانشناسی، گروه زبان انگلیسی، دانشگاه دریا‌نوردی چابهار، چابهار، ایران

چکیده

پژوهش حاضر سعی بر بررسی توانش کاربرد‌شناسی فراگیران فارسی و فارسی-بلوچ در ضمن یادگیری زبان انگلیسی به‌عنوان زبان دوم و زبان سوم‌شان داشت. کاربرد راهبرد‌های امتناع با توجه به شأن و مقام طرف صحبت (پایین‌تر، مساوی و بالا‌تر) و انواع کنش‌های انگیزشی (درخواست، دعوت، پیشنهاد، توصیه) مورد بررسی قرار‌گرفت. افزون بر این، تشخیص راهبردهای امتناعِ مناسب در زبان انگلیسی با توجه به فاصلۀ اجتماعی بین افراد، رابطۀ قدرت آنها و میزان تحمیل امتناع مورد مطالعه قرار‌گرفت. از 36 فراگیر زبان انگلیسی فارسی-بلوچ و 33 فارسی‌زبان خواسته‌شد تا به آزمون تکمیل گفتمان نوشتاری و آزمون تکمیل گفتمان چند‌گزینه‌ای پاسخ دهند. نتایجِ پژوهش تفاوتهایی را در فراوانی و تناوب قواعد معنایی بکار‌برده‌شده توسط شرکت‌کنندگان بلوچ و فارس نشان داد. فراگیران فارسی‌زبان بیشتر از فرمولهای غیر‌مستقیم و راهبرد‌های حفظ وجهه در پاسخ‌هایشان استفاده کردند، در حالیکه فراگیران فارسی-بلوچ انواع مستقیم‌تری از قواعد معنایی را با درجات مختلف فراوانی مورد استفاده قرار‌دادند. به‌استثنای ردِ پیشنهاد که در آن فرار از موقعیت و امتناعِ مستقیم بیشترین کاربرد و بیان تأسف کمترین کاربرد را دارا بودند، در سایر موارد، رایج‌ترین قاعده‌های معنایی عذر/توجیه، بیان تأسف و امتناع مستقیم بودند. بهرحال، در ارتباط با تشخیص راهبرد امتناعِ مناسب، فراگیران بلوچ توانش کاربرد‌شناسی بهتری نسبت به فارسی‌زبان‌ها بروز ندادند، به‌نحوی که تفاوت بین دو گروه در تشخیص راهبرد‌های مناسب معنا‌دار گزارش نشد.

کلیدواژه‌ها

عنوان مقاله [English]

The Iranian Bilingual (Persian-Baluchi) and Monolingual (Persian) Learners' English Pragmatic Competence: A focus on Refusal Speech Act Sets

نویسندگان [English]

  • Farrokhlagha Heidari 1
  • Mehri Izadi 2
  • Nahid Yarahmadzehi 3
1 Assistant Professor of TEFL, Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran.
2 Ph.D. of TEFL, Part-time Lecturer of Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran.
3 Assistant Professor of Linguistics, Department of English Language, Chabahar Maritime University, Chabahar, Iran.
چکیده [English]

The present study aimed to explore the pragmatic competence of Iranian Persian- and Persian-Baluchi-speaking learners learning English as their second and third languages, respectively. The realization of refusal strategies with respect to the status of interlocutors (lower, equal & higher) and the types of eliciting acts (requests, invitations, offers, & suggestions) were studied. Moreover, the perception of appropriate refusal speech act sets with regard to the social distance between the participants, their power relationship and the degree of imposition of refusal were explored. 36 Persian-Baluchi-speaking and 33 Persian-speaking learners of English were asked to complete a written Discourse Completion Test (DCT) and a Multiple-Choice Discourse Completion Test (MDCT). Results of the study revealed variations in frequency and shift of semantic formulas employed by Baluch and Persian subjects. Persian-speaking English learners were found to use more indirect formulas and more face-saving strategies per response, while Persian-Baluchi-speaking English learners were found to use more direct types of semantic formulas at different degrees of frequency. Except for 'offer' in which ‘off the hook’ along with ‘direct refusals’ were used more and ‘regret’ was used less, in other situations, 'excuse/explanation', 'regret' and 'direct refusals' were more frequent. However, Baluch subjects did not reveal better pragmatic competence over Persian subjects as the differences between the two groups in recognizing appropriate refusal strategies were found to be insignificant.

کلیدواژه‌ها [English]

  • Pragmatic Competence
  • Refusal Speech Act
  • Persian
  • Baluch
  • Bilingual
  • Monolingual

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 11، شماره 4
دی 1400
صفحه 741-762

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