Refusals: A language and cultural barrier between Americans and Japanese.

摘要

The purpose of this study was to analyze refusal conversations made by non-native speakers of Japanese in different developmental stages as they acquire the Japanese language and culture. The data was collected from Japanese, native speakers of American English, and non-native speakers of Japanese whose native language was American English. The data was elicited using Discourse Completion Tasks and retrospective reports, asking the participants to respond to seventeen different refusal situations. The study observed a number of similarities and differences between Japanese and native speakers of American English. For example, Japanese used negative politeness strategies to those of higher status but used blunt and friendly language to their equals and juniors. On the other hand, native speakers of American English used negative politeness strategies to everyone regardless of status. Such differences were observed in both the written responses and retrospective reports from the participants. The study found that non-native speakers' strategies followed a complex set of developmental trends as their proficiency and experience increased. As expected, the variety of strategies developed with proficiency and experience in Japan. Most non-native speakers tended to generalize the basic politeness and indirectness by using these strategies regardless of the situation. Even the most experienced speakers had not mastered the Japanese refusal strategies. In a number of cases, however, non-native speakers with more experience were observed to closely adhere to their original American value system than did those with less experience.; The study demonstrates the importance of recognizing pragmatic failures that non-native speakers may commit in their second language. The pragmatic failures include not only linguistic failures but also social and cultural failures in refusal conversation. The results of the study can be used to improve Japanese classroom language instruction of refusals by more fully understanding the students' development and integration of linguistic and cultural knowledge.