LLL 580
Hypothetically, there are various expectations in regard to the results of the dissertations. To start with, the research will identify key phrases and behavioral mannerisms employed by these students when required to offer apologies. In perspective, it will most probably be established that the most common strategies that feature in these apologies include “expression of apology, expression of regret, the offer of apology and request for forgiveness”.
These, however, are not the confinements of all the apologies. While the apologies are similar, some students might employ other strategies that appear not to be widely used by all the students examined during the research. In this regard, some will center on offering repair for their actions while others might express concern to the tutor and others majorly focused on the explanation of the account of events.
Subsequently, the interaction between learners and tutors often results in conflicts. What becomes important then, is the apology that is required of students towards their tutors. Israeli-Arab EFL college students usually show certain similarities in the apology strategies they employ especially if such an apology is directed to the English tutors and are conveyed in the English language.
Moreover, this research will focus on inquiries conducted in various institutions such as Sakhnin College for teachers, Irbid National University in Jordan, Yemeni University and the University of Malaya in Iran. Student in this institution pointed out that, when asked to apologize to their tutors in the English language, they employ strategies covered above with the dominant being “expression of apology”.
Scholars who are expected to conduct more comprehensive studies include Al-Zumor (2011) whose study identifies an explanation to this similarity in apology. In regards to their study, it identifies several factors. First, is the homogeneity of the cultural values, concepts, religious beliefs and level of education as some of the factors that attribute to the similarity regarding strategies of apology offered by Arab students learning English.
Secondly, the study also uncovers the knowledge that besides the Arab students, other linguistic groups also exhibit certain similarities in apology strategies employed. For instance, the native English speakers that are, American English speakers and British English speakers, who were college students in India also exhibited similarities in terms of semantic formulation depending on their language and cultural attributes (Al-Zumor, 2011). These apology strategies will be employed not only in formal settings but also in daily interactions that are less formal. As such, they will be employed almost naturally as well as being identified in virtually any form of interaction.
Besides the culture, beliefs and values that are held by Arab community, language also provides an explanation for the similarities in these apology strategies. The pragmatic transfer is also vivid as it is found that students occasionally transfer words from their L1 language to English which is as a result of the need to express their regret in a genuine manner. Regret and apology will be the dominant themes in the apologies that will be offered. Another aspect that will be examined which to some extent has the effect on the projection and expression of an apology is the authority of the tutor. Hence, the intensifier effect will be present when the students regard the tutor in high esteem.
In conclusion, an apology is an aspect that requires expression of truth and acknowledgment and, hence an official form of communication which can also be offered on a day to day encounter. The research will identify that Arab student learning English exhibit similar strategies in apologizing and evidence over the same will be provided which will be attributed to a background of the students in terms of culture and the authority parameter of the tutor.
Reference
Al-Zumor, A. W. (2011). Apologies in Arabic and English: An inter-language and cross-cultural study. Journal of King Saud University - Languages and Translation, 23(1), 19-28. doi:10.1016/j.jksult.2010.02.001
