The Common European Framework of Reference for Languages (CEFR) has tried to outline the actions of individuals who should have many competencies as social actors in foreign/second language teaching and their communicative/informational language use for various situations they will encounter in daily life. Learners of Turkish as a foreign/second language carry out interactive conversations with one or more individuals in line with various contexts and conditions in order to fulfill language tasks for specific situations in the living spaces determined by the framework text. In this context, the aim of this study is to analyze and compare the strategies used by Arab and African origin learners of Turkish at B1 level at Hitit University TÖMER in various situations in rejecting offer, request, invitation and suggestion expressions. It is to determine whether there is a relationship between the preferences of two groups speaking different languages towards rejection strategies. In particular, this study aims to determine the language proficiency of learners of Arab and African descent in terms of the politeness and rudeness acts they use in various communicative situations. In order to achieve this goal, quantitative and qualitative data were collected simultaneously, and then these findings were used to see whether the data support each other. For this purpose, the "Discourse Completion Test" form was applied on two groups different in terms of language and origin. The population of the study consisted of students of African origin speaking French and students of Arab origin speaking Syrian, Iraqi and Egyptian Arabic. The sample of the study consists of 30 students learning Turkish at B1 level in Hitit University TÖMER in the spring semester of the 2020-2021 academic year.
Refusal strategies, communicative language competence, acts of politeness and rudeness, teaching Turkish as a foreign/second language