Abstract
Several studies have examined the speech act of refusal. However, there is a dearth of research on the realization of this face-threatening speech act in the context of teacher-student talk. It is also unclear how the social variables of gender and years of teaching experience could influence the realization of this speech act in teacher-student interaction. In order to address this gap in the literature, the current study investigated how university teachers decline students' requests. To this end, the realization strategies of the speech act of refusal by 60 faculty members at a private Saudi university where English is used as a medium of instruction were examined. Data were collected through role-plays and were coded regarding the types of refusal strategies, adjuncts, and modifiers employed by the teachers. The results showed a clear preference for indirect strategies, a limited use of internal ones, and a minimal influence for gender and the teaching experience on the realization strategies. The results are interpreted in light of the politeness theory, the use of English as a lingua franca, the specific context of teacher-student talk, and the existing literature.