The effect of proficiency and interlocutor on learners’ performance during refusal focused tasks

The purpose of this study is to examine learners’ strategies to refuse during refusal focused tasks and to explore whether learners’ proficiency and type of interlocutor (L-L vs. T-L) influence learners’ performance of that speech act. Twenty-two secondary school learners of English at two proficiency levels interacted with peers and teachers during the performance of a set of role play situations to elicit refusals. Our data offer evidence that there are differences in learners’ use of refusals depending on their proficiency level and the interlocutor. Findings of the study are discussed in relation to opportunities for pragmatic learning in instructional contexts and some pedagogical implications are discussed.