Realization of the Speech Acts of Request and Apology by Middle Eastern EFL Learners
Yaseen Alzeebaree 1 2 3 * , Mehmet Ali Yavuz 1
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1 Cyprus International University, Faculty of Education, Department of English Language, Nicosia, N. CYPRUS2 Akre Branch – English Language Teaching Department, Rawanduz Private Technical Institute, Akre City, Kurdistan Region, IRAQ3 Nawroz University, College of Languages, Department of English, IRAQ* Corresponding Author

This article has been presented in ICES 2017 - International Conference on Environmental Sciences & Educational Studies.

This article belongs to the special issue "Interdisciplinary Research on the Environmental Education, Educational Studies in Sustainability & Instructional Technologies and Designs".


The objective of this study was to investigate the request and apology strategies of Kurdish EFL undergraduate students (KEFLUS) and their linguistic and pragmatic competence in making requests and apologies. The participants were 83 KEFLUS and 14 native speakers of English (NSE). A Discourse Completion Task (DCT) and rating scale developed by the researcher were used to collect the data. After the responses were collected, the data were coded and analysed according to the taxonomy of Blum-Kulka et al. (1989) Cross-Cultural Speech Acts Realization Patterns (CCSARP) for request and the Olshtain and Cohen (1983) taxonomy for apology. Furthermore, the collected data were rated by four researchers. The results of the study revealed the differences in responses between the KEFLUS and NSE groups and between the state and private universities. However, no significant difference was found between KEFLUS males and females. Moreover, the KEFLUS responses were in general pragmatically and structurally appropriate.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 11, November 2017, 7313-7327

Publication date: 01 Nov 2017

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