Considering the cross-cultural nature of teacher-student discourse, the present study aims to investigate university teachers’ use of refusal strategies in response to students’ requests and the students’ perception of politeness in teachers’ refusals. The study was divided into two phases: the data for the first phase were collected through a written Discourse Completion Task (DCT) based on requests that students often make in their classroom. The teachers were required to complete the DCT by declining each request in writing. After categorizing teachers’ refusals, using the framework proposed by Beebe, Takahashi, & Uliss-Weltz (1990), a rating assessment instrument was shared with the students for collecting data for the second phase of the study to investigate their notion of linguistic (im)politeness. The sample size was based on 50 teachers and 50 students from different faculties of the University of Karachi. The results of the study show that irrespective of their designation and gender, teachers employed indirect refusal strategies with greater frequency than the direct refusal strategies. However, significant gender differences were found in the nature of indirect refusals, as the female teachers were found to use multiple refusal strategies for each situation with greater frequency as compared to their male counterparts. As far as the students’ notion of (im)politeness with reference to teachers’ use of refusals is concerned, students considered indirect refusal strategies to be more polite as opposed to the direct ones. The study has important implications for classroom discourse as it can help teachers mitigate the face-threatening nature of refusals which in turn can make the classroom environment more conducive to learning.
Shumaila Shafket Ali. (2019) University Teachers’ Use of Refusal Strategies and Students’ Perception of Linguistic Politeness in Teachers’ Refusals, The Journal of Humanities & Social Sciences, Volume-27, Issue-2.