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Abstract
This study investigates apology speech act realization by native and nonnative English speaking teachers of English as a second/foreign language. For this purpose, 100 native English-speaking teachers of English as a second language in the USA and 100 nonnative English speaking teachers of English as a foreign language in Turkey took a discourse completion task in English. Based on the average number of strategies, the most common strategies were selected to compile speech act sets for either group in each situation. These strategies were compared using chi-square tests. Results indicate that the patterns of apology speech act sets differ in all situations. Moreover, chi-square tests revealed significant differences in strategy use. Results have implications in terms of training nonnative English speaking teachers in language use.
Keywords
Abstract
This study investigates apology speech act realization by native and nonnative English speaking teachers of English as a second/foreign language. For this purpose, 100 native English-speaking teachers of English as a second language in the USA and 100 nonnative English speaking teachers of English as a foreign language in Turkey took a discourse completion task in English. Based on the average number of strategies, the most common strategies were selected to compile speech act sets for either group in each situation. These strategies were compared using chi-square tests. Results indicate that the patterns of apology speech act sets differ in all situations. Moreover, chi-square tests revealed significant differences in strategy use. Results have implications in terms of training nonnative English speaking teachers in language use.