Use of Apology Strategies in Emails by Chinese Learners of English: Evidence Based on Naturally Occurring Data.

Ying Chen,Qi Lu,Yuxuanjing Wei

doi:10.3389/fpsyg.2021.782613

Abstract

Using a data set of 30 authentic institutional emails written by Chinese college students to their native English teacher, this article investigates the frequency and combinations of apology strategies used by English as a Foreign Language (EFL) learners in natural contexts. Drawing on the coding framework adapted from previous studies, this article carries out a fine-grained analysis of apology behaviors of Chinese EFL learners when they offended their teacher for various reasons. Results revealed that the most frequently used strategy was illustrative force indicating devices (IFIDs), and “IFIDs + taking on responsibility” ranked the most frequent combination. Among IFID sub-strategies, an expression of regret had the highest frequency. In addition, a new strategy—request for a chance to repair—was identified, which was used by Chinese learners to show their respectful and pious attitude when a more serious offense was made to their teacher. Findings from the study indicate that Chinese EFL learners tend to use culture-specific apology strategies in academic contexts. This study has pedagogical implications for EFL pragmatics instruction in Chinese contexts and also second language pragmatics instruction tailored for native Chinese learners in English-speaking countries.

Highlights

Apology is one of the most ubiquitous and frequent speech acts in public discourse and social interactions and has long generated a considerable amount of interest over the last 50 years (Goffman, 1971; Cohen and Olshtain, 1981, 1985; Blum-Kulka and Olshtain, 1984; Trosborg, 1987; Suszczyriska, 1999; Dalmau and Hortènsia, 2007; Shakki et al, 2020; Derakhshan and Malmir, 2021)
The data suggested that illustrative force indicating devices (IFIDs) were realized through various forms, including an expression of regret (e.g., “I’m sorry to bother you,” “I’m very sorry for my absence,” and “I’m sincerely sorry for what I have done”), an offer of apology (“I am writing to apologize for my decision that I cannot take your class this semester,” “Once again, I apologize for any inconvenience caused”), and a request of forgiveness (“I would be deeply grateful if you can understand me and accept my apologies,” “I beg for your forgiveness”)
This study investigated the use of apology strategies and combinations of apology strategies by Chinese English as a Foreign Language (EFL) learners in their emails written to an English teacher

Summary

Introduction

Apology is one of the most ubiquitous and frequent speech acts in public discourse and social interactions and has long generated a considerable amount of interest over the last 50 years (Goffman, 1971; Cohen and Olshtain, 1981, 1985; Blum-Kulka and Olshtain, 1984; Trosborg, 1987; Suszczyriska, 1999; Dalmau and Hortènsia, 2007; Shakki et al, 2020; Derakhshan and Malmir, 2021). 159) as a working definition, which states that “An apology is a speech act addressed to B’s face-needs and intended to remedy an offense for which A takes responsibility, and to restore equilibrium between A and B (where A is the apologizer, and B is the person offended).”. Apology often begins with a sense of guilt It shows the regret of the offender about the negative impact inflicted on the victim. Language learners who do not know how to make apologies might have problems in their social life and intimate relationship construction, whereas an appropriate apology could save the face of the victim and rebuild harmonious relations (Derakhshan et al, 2021). It is still in question to what extent the elicited data can reflect apology behaviors of L2 learners in natural contexts

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