درخت حوزه‌های تخصصی

To date, little research on pragmatic transfer has considered a multilingual situation where there is an interaction among three different languages spoken by one person. Of interest was whether pragmatic transfer of refusals among three languages spoken by the same person occurs from L1 and L2 to L3, L1 to L2 and then to L3 or from L1 and L1 (if there are more than one L1) to L2. This study aimed to investigate the production of refusals in three languages and to specify the impact of linguistic knowledge on pragmatic transfer of refusals. To this end, 161 participants in 5groups filled out a Discourse Completion Test (DCT). Data was coded and analyzed according to semantic formula sequences. The data obtained from Kurdish learners of English who were also fluent in Farsi (Trilinguals) were compared with those in other four groups: 1)Native English speakers; 2)Monolingual speakers in Farsi; 3) Monolingual speakers in Kurdish; and 4) Bilingual Farsi learners of English. The results revealed that pragmatic transfer exists in choice and content of semantic formulae. It was also found that the sociocultural norms of English, Farsi, and Kurdish languages differ with respects to the refusal speech act and that individuals’ social power and relative distance play a critical role in performing such a speech act. This research suggests that, in spite of the norm differences existing among these languages, transfer of refusals mostly occurs from Kurdish as L1but not from L2 (Farsi) to L3 (English).

The present study is an attempt to find out whether there is a significant relationship between EFL teachers’ Big Five personality traits and their self-concept. In addition, ittried to examine if there is any significant relationship between teachers' teaching experienceand their self-concept. 112 EFL teachers participated in this study. They were asked to complete NEO Five Factor Inventory and Teacher Self-concept Evaluation Scale. Data were analyzed using Correlation, Multiple Regressions, and ANOVA. Results indicated thatself-concept was significantly correlated with four components of the Big-Five personality traits.It was positively related with ""Neuroticism"", ""Openness to experience"" and ""Conscientiousness"", but negatively related with ""Agreeableness"". It was also revealed that there was not any statistically significant difference among the three groups (low, mid, and high experience EFL teachers) with respect to their self-concept. The overall results of the study were discussed, and the implications for policy and practice were made.