It is hard to select and produce appropriate semantic formulas of apologizing for paying off violation of social norms to restore harmony. It seems that it is even harder to realize such processes of selection and production in a non-native language. The study is of three folds; namely, it examines the realization of the apology strategies by students of a senior Boarding School in Arabic and English as a non-native language, the effects on the contextual factors (external vs. internal) on the students’ apologizing, and the pragmatic transfer. The participants were 101 male and 101 female students, recruited to fill in a Discourse Completion Task (DCT), which consisted of eight situations about the flouting of the politeness rules in the context of the Islamic boarding school, by drawing upon the five semantic formulas of apologizing from Blum-Kulka and Olshtain (1983) of Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) for analyzing the data. The findings show that the students used identical semantic formulas in both languages. They prefer to use the “expression of regret” and “promise for forbearance” strategies. The findings also reveal that the internal and external factors affected the students’ selection and production of the apology strategies in both languages. In addition, the students’ pragmatic transfer occurred in linguistic areas, namely overgeneralization, inappropriateness, grammatical contrast, and conceptual transfer from L1 to L2, which are categorized into two types, namely, micro-negative transfer and macro-negative transfer. To conclude, these results indicate the students’ on-record-negative politeness attitudes towards the offended parties, which are determined by the contextual factors and the students’ lack of grammatical competence.
However Insha'Allah is a compulsory marker in Muslims' talks to make future plans and promises, Muslims, in recent days, have different perspectives on when, where, how, and to whom they use Insha'Allah. The present study was aimed to explore the illocutionary acts of the conditional pragmatic marker (CPM) Insha'Allah in teachers' talks. The study uses a descriptive qualitative method to describe the research data; teachers' talks on social media. The results showed that the CPM Insha'Allah in teachers' talk has different illocutionary forces: commissives, assertive, directive, and expressive. CPM is a multipurpose expression in different contexts of teachers' talks and the possibility of the illocutionary force is varying according to the speakers' faith background and the understanding of the expression itself. As the speech act with which the CPM is most frequently associated is that of promising: the effect or the perlocutionary act of Insha'Allah is depend on the close relationship between the interlocutor and the listener, the context of utterance, and when referring to an event which will undoubtedly occur in the future. The misuse of the CPM Insha'Allah between the interlocutor and listener Insha'Allah leads to face-threatening act; e.g. fail to promise.
Learners of a second language struggle to select and produce appropriate different kinds of speech acts due to their complexity. The students of the Islamic boarding schools are assigned to acquire two non-native languages compulsory and concurrently, namely Arabic and English. This study adapts the descriptive analytical approach to investigate the pragmalinguistic of the speech acts of apologizing in the Arabic language as produced by non-native speakers with special focus to the IFIDs. The participants are 202 students recruited to fill in a DCT that consists of eight situations regarding the students’ violation of the rules of the school. The results show that the students tend to use certain semantic formulas of apologies due to their lack of linguistic proficiency. To conclude, these forms are template slots of the IFID in which the non-native apologizer can slot his/her apology within these templates, and hence, enrich their pragmatic competence ability.
Learning Indonesian language at Al-Syifa Boarding School by Indonesian Students who have been lived and studied abroad, (Indonesian Back Home Students) IBHSs, is a crucial problem. The purpose of this study was a threefold: (a) to explore difficulties in learning Indonesian language by students in the classroom focusing on linguistic challenges, (b) to determine and classify these challenges to help teachers tackle the problem, and (c) to come up with critical suggestions for the school to overcome the problem. The participants in this study are of two sources: (1) all the Indonesian students who have been lived and studied abroad who are currently studying at Al-Syifa Boarding School in the seventh and tenth grades; (2) teachers and staff at the school. The results showed that there are different linguistic challenges in learning Indonesian language by IBHSs that can only be solved through intensive courses of BIBA.
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