Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (M.S. )--Air Force Institute of Technology, 2008. / "March 2008." Includes bibliographical references (p. 73-79). Also available via the Internet.

The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited, using discourse completion tasks (DCT), from 20 NSE and 50 JLE. Comparative data concerning refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explained by the influence of L1 pragmatics. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990) and were analysed into sociopragmatic and pragmalinguistic strategies. Z test and Chi Square (χ2) were applied to test the statistical significance of differences between JLE and NSE usage. The study found that all three groups employed broadly similar sequential orders, frequencies of occurrences, and contents of both semantic formulae and adjuncts. Some differences were found, however, in which the strategies of the two Javanese groups (JLE and NJ) were more alike than either was to NSE. These findings suggest that distinctive JLE usages (i.e. different from NSE) are either due to the influence of L1 (negative pragmatic transfer) or simply deviation (idiosyncratic usage). The former occurred mainly in the utilization of politeness strategies by the Javanese groups. The salient elements of Javanese cultural values and their relation to the expression of politeness are discussed in some detail, and are shown to be reflected in the English of Javanese learners. The latter (deviations) appeared to arise from a conflict between JLE speakers’ notions of “correct” grammar and word meanings, on the one hand, and the pragmalinguistic demands of the interaction, on the other hand.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The number of students studying outside of their country of birth is growing rapidly. While the United States of America only sends a small number of students abroad every year, high profile institutions and individuals have argued that studying abroad has become an important developmental experience in the globalized world. This effects (and will continue to effect) countries that send students as well as those that accept such students. While it is recognised that study abroad is both a business and an educational endeavour, the relative importance accorded each facet is disputed by those working and researching in the field. Some argue that to reduce study abroad to a ‗business endeavour‘ would be to remove the quintessential benefits of the experience. Nevertheless, the field (along with all education) is moving to embrace neoliberalisation. Research into the effect of this mass movement is sparse, scarcer still is research into the actual effects on students participating in this movement. This study is an analysis of the linguistic identity construction of American students shortly after a semester abroad at Stellenbosch University. Forty seven surveys were analysed to demonstrate how the way in which students construct their identities is influenced by broader practices in the field. The research shows how identities are co-constructed and suggests that the field of study abroad needs to be critically self-reflective in order to mitigate the potential negative effects of the practices they use. / AFRIKAANSE OPSOMMING: Die aantal studente wat buite hul land van geboorte studeer is vinnig besig om toe te neem. Alhoewel die Verenigde State van Amerika jaarliks slegs ʼn klein aantal studente oorsee stuur, beweer hoë profiel institute en individue dat ʼn buitelandse studiegeleentheid ʼn belangrike ontwikkelingsondervinding is in ʼn toenemend geglobaliseerde wêreld. Dit beïnvloed (en sal aanhou om te beïnvloed) beide die lande wat studente stuur en die lande waarnatoe die studente gestuur word. Hoewel dit algemeen erken word dat ʼn buitelandse studiegeleentheid beide ʼn besigheid en ʼn opvoedkundige aangeleentheid is, betwyfel navorsers en die wat in die praktyk werk die mate waartoe beide aspekte bydra tot die praktyke wat gebruik word. Sommige beweer dat om ʼn buitelandse studie geleentheid te reduseer tot ʼn besigheidsaangeleentheid, die ervaring van sy wesenlike voordele ontneem. Ten spyte van die kritiek word toenemend meer waarde geheg in die veld van 'buitelandse studie geleenthede' (saam met ander opvoedkundige kontekste) aan neoliberalisme. Navorsing wat die invloed van neoliberalisme op onderrigpraktyke ondersoek is raar, nog raarder is navorsing wat die effek van neoliberalisme op studente ondersoek. Hierdie studie analiseer die linguistiese identiteitskonstruksie van Amerikaanse studente kort na hul ʼn buitelandse studiegeleentheid van ʼn semester by Stellenbosch Universiteit voltooi het. Sewe en veertig opnames is geanaliseer om te demonstreer hoe die manier waarop studente hul identiteit konstrueer deur die praktyke in die veld beïnvloed word. Die studie dui aan dat identiteite saam gekonstrueer is en beveel aan dat die veld van 'buitelandse studiegeleenthede' krities en self-reflektief moet wees om potensiële negatiewe effekte van die praktyke wat gebruik word teen te werk.