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<p>This study examined how refusal strategy use varied across proficiency levels among non-native learners of Arabic enrolled in an Arabic as a Foreign Language (AFL) program at the University of Ha’il, Saudi Arabia. Using a cross-sectional mixed-methods design, the study analyzed written Discourse Completion Test (DCT) responses from 65 international AFL learners distributed across four proficiency levels. Of the 780 responses initially elicited, 716 valid coded responses were retained after the exclusion of 64 blank, incomplete, illegible, or otherwise non-codable responses. Quantitative analysis classified refusals into three macro-categories—direct, indirect, and adjunct strategies—and summarized their distribution across levels. Results showed a clear proficiency-related pattern: lower proficiency learners relied more heavily on direct refusals, whereas higher proficiency learners used indirect strategies more frequently. A Pearson chi-square test indicated a significant association between proficiency level and refusal strategy category, χ²(6) = 37.051, <i>p</i> &lt; .001, Cramér’s V = 0.161. Because each participant contributed multiple responses, this finding is interpreted as associational and descriptive rather than as strict participant-level inference. Qualitative descriptive analysis further identified three recurrent realization patterns: minimal-move refusals, supportive-move packaging through regret, gratitude, reasons, and alternatives, and the use of formulaic sociopragmatic routines as mitigation or stance. The findings suggest that increased proficiency was associated with greater use of supportive and relationally managed refusal forms. However, because the design was cross-sectional and no native-speaker baseline was included, the study does not claim developmental stages or native-like attainment. Pedagogically, the findings support the value of explicit pragmatics-focused practice in AFL instruction.</p>

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Pragmatic competence among non-native learners of Arabic: a cross-sectional mixed-methods study of refusal strategies across proficiency levels

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月24日

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  • Bunder Alshammari,
  • Khaled Alfraidi,
  • Mohamed Mekheimer

摘要

This study examined how refusal strategy use varied across proficiency levels among non-native learners of Arabic enrolled in an Arabic as a Foreign Language (AFL) program at the University of Ha’il, Saudi Arabia. Using a cross-sectional mixed-methods design, the study analyzed written Discourse Completion Test (DCT) responses from 65 international AFL learners distributed across four proficiency levels. Of the 780 responses initially elicited, 716 valid coded responses were retained after the exclusion of 64 blank, incomplete, illegible, or otherwise non-codable responses. Quantitative analysis classified refusals into three macro-categories—direct, indirect, and adjunct strategies—and summarized their distribution across levels. Results showed a clear proficiency-related pattern: lower proficiency learners relied more heavily on direct refusals, whereas higher proficiency learners used indirect strategies more frequently. A Pearson chi-square test indicated a significant association between proficiency level and refusal strategy category, χ²(6) = 37.051, p < .001, Cramér’s V = 0.161. Because each participant contributed multiple responses, this finding is interpreted as associational and descriptive rather than as strict participant-level inference. Qualitative descriptive analysis further identified three recurrent realization patterns: minimal-move refusals, supportive-move packaging through regret, gratitude, reasons, and alternatives, and the use of formulaic sociopragmatic routines as mitigation or stance. The findings suggest that increased proficiency was associated with greater use of supportive and relationally managed refusal forms. However, because the design was cross-sectional and no native-speaker baseline was included, the study does not claim developmental stages or native-like attainment. Pedagogically, the findings support the value of explicit pragmatics-focused practice in AFL instruction.