Politeness in a Moroccan EFL Classroom: How Students of High School Using Apologizing Strategies in English?

This qualitative/quantitative study investigates Moroccan high school EFL learners’ apologizing strategies based upon a theoretical framework of politeness and the Cross-Cultural Speech Act Realization Patterns (CCSARP) model. It whether they approach native speakers’ apology norms or their own cultural way apologizing. To achieve this goal, four first-year baccalaureate classes (Science Experimental Physics major) were observed then sample 64 subjects was randomly selected to fill in written discourse completion test which had 6 situations. All responses are classified according both CCSARP model used by Blum-kulka et al. (1989). The during training showed that students an off-record super strategy while (the use hints) teacher, whereas teacher positive addressing his pupils. results (DCT) revealed Illocutionary indicating devices (IFIDs) plus explanation account (IFIDs + Account) is most frequently subjects. More than 60% employed semantic formula all six IFIDs significantly linked effect subjects’ L1 due impact collective-agency culture. Hence, choosing pragmatically unsuccessful would be inappropriate apologizer since it does not meet speakers English, indicates follows culture rules. paper concludes with some practical suggestions for improving teaching apologies.