An analysis of apology strategies as realized by EFL students in an academic setting case study

Abstract

This exploratory study investigates the apology strategies used by Algerian EFL students at Abderrahmane Mira University of Bejaia. It aims to explore how two social variables; social status and gender of the interlocutors influence the learners' choice and use of apology strategies. The study involved 32 Master two students including both males and females. Data were collected through a Written Discourse Completion Task (DCT) consisting of eight social scenarios representing different social statuses (higher social status, equal social status, and lower social status). The responses were analyzed quantitatively using the Blum-Kulka and Olshtain framework (1984). The results indicated that the participants used a variety of apology strategies when performing the speech act of apology. New strategies were observed, such as softening the offense, providing reassurance, or even choosing not to apologize, more often, when addressing male interlocutors of equal status. The findings showed that the status of the interlocutor has an effect on the participants’ use of apology strategies; they adapted their strategies depending on the interlocutor’s status. More formal and respectful strategies were used with higher-status interlocutors, while apologies directed to peers tended to be simple. As for the strategies used with regards to the gender of the interlocutor, the results indicated that the participants generally used similar strategy types for both male and female interlocutors. Yet, the students were more emotionally expressive when addressing female interlocutors. This study is significant as it deepens understanding of how social variables shape pragmatic behaviour among Algerian EFL learners, informing both theoretical pragmatics and practical teaching approaches to improve learners’ communicative competence in English. They asked to add the significance