Proficiency and preference organization in second language refusals

Abstract

This study investigates the development of second language (L2) learners’ interactional competence, specifically how their dispreference marking in refusals changes as their general target language competence and interactional competence increase. 30 L2 speakers of English with L1 Arabic at three proficiency levels and 10 native English speakers conducted dyadic role plays involving requests and refusals. With increasing proficiency, learners’ range of interactional methods for implementing refusals as dispreferred actions also increase. Low-proficiency learners showed little delay or mitigation of refusals, whereas intermediate proficiency learners employed “yes but” constructions and other..