This study investigated how the speech act of refusal is realized in Egyptian Arabic by intermediate and advanced American learners of Arabic as a foreign language. It also compared the performance of the learners to that of native speakers of Egyptian Arabic and native speakers of American English. The study aimed to investigate the relationship between the learners' language proficiency and their pragmatic competence. In addition, it examined the extent of pragmatic transfer from L1 and whether there was a relationship between the degree of pragmatic transfer and the level of L2 proficiency. The study also examined how refusals are structured and organized at the discourse level. Four groups participated in the study: 10 native speakers of Egyptian Arabic, 10 native speakers of American English, 10 American learners of Arabic at the intermediate level, and 10 at the advanced level. Data were collected using enhanced open-ended role plays which consisted of 6 scenarios eliciting refusals of offers and requests in equal and unequal status situations. Both quantitative and qualitative data analytic methods were used for analyzing the interactions. Results show that there were important differences between the two learner groups and the native speakers of Egyptian Arabic with regard to the frequency of direct and indirect strategies and individual strategy use. For example, the learners used a higher percentage of direct strategies and a lower percentage of indirect strategies than the native speakers of Egyptian Arabic, especially in higher status situations. The learners also used a higher percentage of the Statement of Regret and Request for Information/Clarification strategies and a lower percentage of the Postponement and Hedging strategies than the Egyptians. With regard to differences between the two learner groups, the advanced students were able to engage in more negotiation and use an overall lower percentage of direct strategies and a higher percentage of indirect strategies than their intermediate counterparts. Evidence of positive and negative pragmatic transfer was observed in the two learner groups; however a higher degree of transfer was observed in the advanced students. Individual differences among the learners were found to play a major role in how refusals were realized.

This thesis draws onthree sets of recordings of Swedish-Russian interpreter-mediated conversations,carried out as role plays. First,scripted role plays, performed as part of the Swedish state interpretercertification test, involving candidate interpreters and officials from thegovernmental body providing these tests. Secondly, both scripted andnon-scripted role plays, performed during interpreter training courses at theSwedish Armed Forces’ Language School. And thirdly, non-scripted role playsorganised in order to explore differences in style between more and lessexperienced official negotiators, working at a high international diplomaticlevel, for Sweden and Russia respectively, assisted by interpreters. The thesisadopts a text-oriented as well as an interactionist approach oninterpreter-mediated interaction and compares the management of turn-taking andrepair sequences in the three types of setting, focusing particularly on howthe presence or absence of a script affects turn-taking and the unfolding ofrepair sequences.

This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer. / Ph. D.

The thesis deals with activating teaching methods and their influence on vocabulary acquisition in the field of English for Medical Purposes. The experimental research explores the extent to which activating teaching methods influence the acquisition of professional vocabulary. For this purpose, a set of activities (didactic games and role-plays) was created and implemented at the beginning of each teaching block for the subject Medical English I and II. The main objective of these activities was the review of word stock from the previous lessons. The review was focused on the form, meaning, and use of words. In the research, both quantitative and qualitative methods of data collection were used, including progress tests, credit tests, and questionnaires. Progress tests and credit tests were used to measure whether there was a significant statistical difference regarding the professional vocabulary acquisition between the experimental and control groups. A statistically significant difference was found between the experimental and control groups at the B2 level only. The questionnaires showed that activating teaching methods were positively evaluated by the B1 and B2 participants and were appreciated for their practical benefits (professional vocabulary acquisition, the positive influence on...