Abdelaziz EL HAMMOUCHI
https://doi.org/10.36892/ijlls.v7i5.2247
** Abstract**
This study investigates the use of refusal strategies within the framework of pragmatics and politeness theory, with a specific focus on gender-based patterns among Moroccan university learners of English. The research explores whether male and female participants employ refusal strategies similarly across various situations. Using a Discourse Completion Task (DCT) questionnaire, data were collected and analysed quantitatively to identify the frequency and types of refusal strategies used. The findings reveal that male and female participants generally follow comparable patterns in their use of refusal strategies, with only minor differences observed in a single situation. These results contribute to the understanding of gender and pragmatic competence, offering insights into how politeness and social norms shape refusal behaviour in a second language context.
Research Framework & Method
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Grounded in Pragmatics and Politeness Theory, with a foundation in Speech Acts Theory.
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Utilized a Discourse Completion Task (DCT) questionnaire to elicit refusal responses in various contexts.
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Employed quantitative analysis to examine the frequency and type of refusal strategies across gender groups.
Key Findings
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Main takeaway: Both male and female Moroccan university learners of English largely use similar strategies when refusing requests or invitations.
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Minor nuance: A small gender difference was observed in just one specific situation, though generally, the patterns remain comparable.
Significance & Implications
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Deepens our understanding of how gender and social norms influence pragmatic behaviour in second language learners.
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Offers valuable insights for English as a Foreign Language (EFL) teaching, curriculum design, and intercultural communication training—highlighting how culturally shaped norms affect refusal strategies.
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