Performing Apologies in EFL students’ speech

Abstract

The current study sheds light on the performance of apologies in the speeches of EFL students at Yahia Fares University Médéa. Its goal is to identify the apology strategies used by EFL students as well as the factors that influence their choice of apology strategies. It was hypothesized that EFL students use a variety of apology strategies with varying degrees of difficulty. The apology speech act is at the heart of cross-cultural disparities. It differs across diverse socio-cultural systems. It is one of the most difficult things for the majority of second language learners. An investigation was done in which Master's students, 16 male and 24 female students, were subjected to explicit apologetic strategy training, as well as the factors that impact EFL students' choice of apology techniques. To prevent the effects of formality and informality, a Discourse Completion Test (DCT) with 8 distinct social situations was used. Two crucial factors, social distance and social dominance between the offender and the affected, were controlled. According to the findings, the use of systematic, direct, and explicit apologies (IFIDs) as the head act is greater in EFL learners, whereas the use of implicit and indirect apologetic techniques (EXPL, RESR , REPA and FORB) is lower.