Abstract
This study examines the pragmatic performance of Jordanian students in the UK (JSUK), focusing on
how they perform the speech act of refusal within a study abroad (SA) context. It also explores the
influence of social distance (SD) on shaping their refusals and the reasons behind their strategy choices.
By utilizing discourse completion tasks (DCTs), role-plays, and stimulated recall interviews (SRIs), the
research compares JSUK’s refusal strategies with those of two baseline groups – Jordanian Arabic
speakers in Jordan and British English speakers in the UK. This analysis offers a reconceptualized
understanding of pragmatic performance, which was exclusively developed for this study, and contributes
to the existing body of knowledge in the field.
A modified taxonomy of refusal strategies, adapted from Beebe et al. (1990) for the purposes of this
study, provides a more inclusive framework for analyzing the speech act of refusal in intercultural
communication by enhancing the understanding of second language (L2) pragmatics, particularly in
intercultural contexts such as the study abroad (SA) environment. The study highlights the impact of
cultural values, personal relationships, and empathy on refusal strategies, providing valuable knowledge
for researchers and educators. Furthermore, the findings have practical implications for intercultural
pragmatics, language pedagogy, and language training, helping Jordanian students prepare for SA
experiences and effectively communicate in intercultural settings.
The study found that JSUK utilized a blend of first language (L1) transfer and L2 accommodation in
their refusal strategies, often favoring indirect strategies. They varied their strategies based on the social
distance (SD) between interlocutors, showing L2 accommodation with family and acquaintances and L1
transfer with strangers. JSUK also introduced unique strategies not observed in the baseline groups,
reflecting their production of unique strategies while studying abroad in the UK.