A Descriptive-Comparative Analysis of Apology Strategies:  The case of Iranian EFL and Malaysian ESL University Students

Farashaiyan, Atieh; Yazdi-Amirkhiz, Seyed Yasin

doi:10.5539/elt.v4n1p224

Cited by 21 publications

(15 citation statements)

References 12 publications

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“…She also argued that Indonesians were inclined to provide explanations, especially specific explanations, while attempting to reduce their degree of culpability and the level of personal responsibility. In addition, the finding is congruent with reports of other apology studies carried out outside Indonesian context that say that IFIDs and Explanation of account are the most frequently-used apology strategies (Olshtain & Cohen (1983), Istifci (2009), Alfattah (2010 and Farashaiyan & Amirkhiz (2011) and thus seems to suggest their prominence as universal apology strategy preference, rather than culture-specific one.…”

Section: Resultssupporting

confidence: 87%

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Cedar

2017

Int. J. Appl. Linguist. Engl. Lit.

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Interlanguage speakers, regardless of proficiency level, often experience problems in communication due to their limited knowledge of how speech acts are commonly performed in the target language. The current study attempted to investigate the effects of English proficiency level on the apology strategy use by Indonesian EFL (English as a Foreign Language) learners from two English proficiency levels. The study employed a DCT (Discourse Completion Task) questionnaire and involved 21 A2 students and 21 B1 students majoring in English in their first-year period from an Indonesian university. Utilizing the apology strategy framework from Olshtain & Cohen (1983) and Blum-Kulka, House & Kasper (1989), the findings demonstrated no significant difference between the two subject groups in the overall use of apology strategies, whereas differences were noted at an individual strategy level. Nonetheless, the B1 group made more frequent use and a wider range of apology strategies than the A2 group. In addition, the study found two forms of pragmatic transfer made by the subjects and a new apology strategy.

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Section: Resultssupporting

confidence: 87%

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Cedar

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…The results are similar to those reported by Farashaiyan &Amirkhiz (2011) andAl-Sobh (2013). In addition, the British respondents were found to use a verbal redress strategy more often than the Saudi respondents.…”

Section: Discussion and Comparisonsupporting

confidence: 92%

“…The result of Saudi respondents reflects as well the influence of their culture on choosing the appropriate apology strategy. This result is similar to that reported by Farashaiyan & Amirkhiz (2011). In addition, gender is an influential factor in employing TOR strategies among native speakers as it is significantly high in favor of female respondents.…”

Section: Discussion and Comparisonsupporting

confidence: 89%

A Contrastive Study of the Use of Apology Strategies by Saudi EFL Teachers and British Native Speakers of English: A Pragmatic Approach

Alsulayyi¹

2017

IJEL

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This study examines the apology strategies used by 30 British native speakers of English and compares them with those employed by 30 Saudi EFL teachers, using a Discourse Completion Task (DCT). The study considers expressions of regret based on gender, cultural differences and severity of the offence. It is a quantitative, descriptive research study; it relies in its data collection process on a DCT whose reliability and internal and external validity are verified. It investigates three categories of variables types: binary, nominal and ordinal. The binary variables refer to gender, i.e., male and female, the nominal category is concerned with Arabic and English languages, and ordinal variables refer to the most frequent apology strategies employed by the respondents. The present study uses a quantitative method of data analysis which employs descriptive statistics (i.e., frequency analysis and percentages) in order to address the research questions and indicate the types of apology strategies that are frequently used by the speakers of the two investigated groups. The findings show different ways of using apology strategies by the two investigated groups based on the variables considered. Finally, the study concludes with some pedagogical implications for EFL teachers in the Kingdom of Saudi Arabia (KSA).

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“…Similarly, Farashaiyan and Amirkhiz (2011) compared Iranian EFL learners and Malaysian ESL students in their using of the apology strategies. A discourse completion test (DCT) was used to collect the needed data.…”

Section: International Journal Of Research Studies In Education 29mentioning

confidence: 99%

An investigation of apology strategies employed by Iranian EFL learners

Abedi¹

2016

IJRSE

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A number of studies on apology strategies have investigated apologies cross-culturally. Rarely have apology strategies been scrutinized in Iranian context of EFL learning; nor have the respondents' gender that trigger such apologies been taken into account. This study was aimed to compare Iranian male and female EFL learners in terms of apology strategies. The participants were 50 Iranian EFL learners: (25 male, 25 female) both graduate and undergraduate students studying at Islamic Azad University, Najafabad branch. Discourse completion tests (DCT) were used in this study. In addition, Cohen and Olshtain's (1981) model was used for the classification of the different types of apology strategies used by EFL learners. It was found that the apology strategies of the first class, namely illocutionary force indicating devices (IFIDs), were the most commonly used strategies by Iranian EFL learners.Indeed, 67.48% of the entire number of the strategies used by EFL learners belonged to this category. Around 15.14% of the strategies are offer for repair by Iranian EFL learners, while the remaining strategies were scarcely used by Iranian EFL learners. In terms of gender, the results of a chi-square test showed that there was no statistically significant difference between male and female EFL learners with regard to their use of apology strategies: χ (10) = 2.69, p = .98.

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A Descriptive-Comparative Analysis of Apology Strategies: The case of Iranian EFL and Malaysian ESL University Students

Cited by 21 publications

References 12 publications

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Apology Strategies Used by EFL Undergraduate Students in Indonesia

A Contrastive Study of the Use of Apology Strategies by Saudi EFL Teachers and British Native Speakers of English: A Pragmatic Approach

An investigation of apology strategies employed by Iranian EFL learners

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