EFL LEARNER IDENTITY AND L2 PRAGMATIC CHOICES: Evidence from the Omani EFL context

The study examined the influence of L2 learner identity on L2 pragmatic choices and pragmatic transfer in the context of refusing in English. Ten Omani EFL learners participated in the study and were asked to refuse different invitations and requests in English using an oral Discourse Analysis Task (DCT). The participants were then interviewed to assess their perception of pragmatic transfer in their refusals, their relationship with English, and how they construct this relationship through their pragmatic choices. The results of the study showed that the Omani EFL learners did not perceive instances of pragmatic transfer as errors, but rather as appropriate for their communication goals in the EFL context. They believed that transferring some of their Arabic cultural values and pragmatic norms to their English usage was an act of expressing and preserving their identity. However, they also acknowledged the importance of considering the norms of English for successful intercultural communication, knowledge advancement, and job market success. The findings suggest that pragmatic transfer can be seen as an enactment of L2 learner identity, and L2 teachers should empower learners to use English in ways that are relevant to EFL learners’ lives, needs, and goals.