In communication, both direct and indirect refusal statements are formed when the other party wants to respond negatively to the discourses such as offers, invitations, requests, and suggestion proposed by the speaker. Various refusal strategies are developed by the speaker in order to reduce or minimize the destructive effects of the negative response. This requires a high level of pragmatics competence on the part of the refuser. Accordingly, students learning Turkish as a foreign language should not only know the language well, but also include socio-cultural elements in the context while refusing a situation. In this context, various strategies are used for refusal expressions such as offers, requests, invitations and suggestions. In this study, it is aimed to make an evaluation on the refusal strategies of foreign students learning Turkish at B1 level. Phenomenology design was used in the study. The data were collected from volunteer students who were in Turkey to study and who learned Turkish at …..University TÖMER, using convenience sampling technique. Discourse-completion task was used in the research, various case studies were given to the students and content analysis was performed on their answers. At the end of the study, an evaluation was made about which refusal strategies were used, the reasons used in the refusal strategies, the precision and meaning of the refusal, the characteristics of the refusal sentences and the conjunctions used. In the study, it was concluded that the strategies of refusal by explaining, refusing by offering options and refusing by offering conditions' were used more. In addition, it was determined that 22 different strategies were included and 59.3% of them were negative meaningful strategies. The other conclusion reached in the study is that the refusal is made mostly because of necessity, obligation and habit, and the conjunctions but, and, because are used the most in refusal statements


Teaching Turkish to foreigners, refusal strategies, B1 level, speech acts