Students' Self-Perceptions of Apologies to Instructors

Autor/in	Cheng, Dongmei
Titel	Students' Self-Perceptions of Apologies to Instructors
Quelle	In: Language Awareness, 26 (2017) 4, S.261-281 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2017.1409231
Schlagwörter	Metalinguistics; Semitic Languages; Chinese; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Cloze Procedure; Speech Acts; Pragmatics; Task Analysis; Teacher Student Relationship; College Students; College Faculty; Learning Strategies; Intervention; Teaching Methods; North American English; State Universities; Foreign Students; Intensive Language Courses; Academic Discourse + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Arabisch; Hebräisch; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lückentext; Sprechakt; Pragmalinguistik; Aufgabenanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Amerikanisches Englisch; Staatliche Universität; Intensivkurs; Sprachkurs; Discourse; Diskurs
Abstract	Adopting retrospective verbal report, or RVR as the instrument, this study reports an analysis of the perceptions of native-English-speaking (NES) and non-native-English-speaking (NNES) students, who apologised to their instructors in coursework-related situations. Sixty NESs from different levels and disciplinary areas and 63 NNESs (Arabic and Chinese L1s) from an Intensive English programme were sampled to represent the student population in a US university. Each participant was asked to complete a discourse completion task (DCT) in response to three apology situations, and this resulted in a total of 369 apology messages. A RVR was conducted immediately following the completion of the DCT. Students' perceptions gathered through the RVR were categorised according to four factors, including apology strategy use, professionalism, contextual variables, and language use. Results showed that NES and NNES students had different considerations in producing institutional apologies. For example, multiple NES students addressed the severity of the apology situations, which was not mentioned at all by NNES students. Both groups reported having minimal or no instruction on how apologies should be made in academic communication, an area that warrants pedagogical interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01