Pragmatic Competence and Transfer in Requests and Refusals: A Study of EFL University Students in Southern Thailand

Uraiwan Rattanapan Noonkong; Usa  Intharaksa

doi:10.66947/pasaa.v74i1.2245

Authors

Uraiwan Rattanapan Noonkong Prince of Songkla University
Usa Intharaksa Faculty of Liberal Arts, Prince of Songkla University https://orcid.org/0009-0004-8290-8465

DOI:

https://doi.org/10.66947/pasaa.v74i1.2245

Keywords:

pragmatic competence, pragmatic transfer, Thai EFL learners, requests, refusals

Abstract

This study investigated Thai EFL learners’ pragmatic competence with a particular focus on requests and refusals, the face-threatening acts that require careful considerations for selecting specific strategies. The learners’ use of speech act strategies and the negative pragmatic transfer were examined. Data was collected from 28 English-major students at a public university in southern Thailand using a Written Discourse Completion Task (WDCT). Native and non-native raters quantitatively scored the expressions based on a
pragmatic scoring rubric and the pattern of pragmatic transfer was qualitatively analyzed through directed content analysis. It was found that indirect strategies were dominated in both speech acts and the Thai EFL learners were more capable in managing refusals than requests. Negative pragmatic transfer was observed through the overuse of intensifiers in grounders, Thai kinship terms, and apologetic expressions in requests. In refusals, learners frequently employed downgraders, provided excuses or explanations related to family commitments, and used vague promises of future acceptance. These patterns suggest negative transfer may stem from the
interference of learners’ first language (L1), cultural norms, and inadequate English proficiency. Based on the findings, pedagogical implications for pragmatic instruction are discussed.

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