Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
5,
N
o
.
1
,
M
a
rch
2
0
1
6
,
pp
.
32
~
38
I
S
SN
: 225
2-8
8
2
2
32
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
A Study of Apology Strategies
Used by Iraqi EFL University
Students
Rae
d
La
tif
U
g
la
1
,
Moha
ma
d Ja
fre Z
a
ino
l
Abidin
2
1
Department of English,
Al-Yar
mouk
University College, Diy
a
la, Iraq
2
School of
Education
a
l Stud
ies,
Univ
ersiti Sains
Mala
y
s
ia, Malaysia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Dec 16, 2015
Rev
i
sed
Jan 23, 201
6
Accepted
Feb 26, 2016
This stud
y
was aimed at explo
r
ing apol
og
y
str
a
teg
i
es of English used by
Iraqi
EFL students, apo
l
og
y
str
a
teg
i
es
in Iraqi
Arabic and th
e
pragmatic
s
t
rateg
i
es
of Ira
qi EF
L s
t
udents
in rela
tion to the
us
e of apolog
y
as
a s
p
eech
act. Th
e data
analy
zed
in
this stu
d
y
wer
e
co
llected in Al-Yarmouk University
College
and
Un
iversit
y
of Di
ya
la.
Th
e stud
y w
a
s m
i
xed m
e
tho
d
in n
a
tur
e
using a question
n
aire and
an in
tervie
w
adapted
from previous studies. The
quantitativ
e data was obtain
e
d
from fi
fty
-
f
i
ve Iraqi EFL stu
d
ents using
Discourse Completion
Task Questionna
ires (DCTQ) while the qualitativ
e
data ob
tain
ed fr
om individual
intervie
ws carried out with
twelve Iraqi EFL
students. Th
e results were showed differ
e
nt k
i
nd
s of apolog
y
str
a
teg
i
es used
b
y
Ir
aqi EFL s
t
udents. A new
classi
fication
of apolog
y
str
a
tegies was
provided in
this
stud
y
.
Results
of the stud
y
sho
w
ed that I
r
aqi
EFL students
used a v
a
riation
of apolog
y
s
t
rategies, th
ey
wer
e
well awar
e of
how to us
e
adequa
te apo
l
og
y form
s
to m
eet
the requ
irem
ent
s
of s
p
ecific s
i
t
u
ations
and
relationships,
and they
f
e
lt
the ne
ed for
explaining
and avoiding
interpr
e
tation
of
their
response
as an
apolog
y
.
Keyword:
A
p
o
l
og
y str
a
teg
i
es
Discou
rse co
mp
letio
n
task
que
st
i
o
n
n
ai
re
Eng
lish
as a foreign
langu
ag
e
Ira
qi
St
ude
nt
s
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
oham
a
d Jaf
r
e
Zai
n
ol
A
b
i
d
i
n
,
Sch
ool
o
f
E
d
u
cat
i
onal
St
udi
e
s
,
Un
i
v
ersiti Sains Malaysia,
Un
i
v
ersiti Sains Malaysia, 117
00
, Gel
u
gor,
Pu
lau Pin
a
ng
,
Malaysia.
Em
a
il: j
a
fre@u
sm
.
m
y
1.
INTRODUCTION
In
1
9
7
0
’
s
, t
h
e
t
e
rm
pragm
a
ti
cs devel
ope
d
as a su
bfi
e
l
d
of l
i
n
g
u
i
s
t
i
c
s. It
co
ncer
ns t
h
e spea
ker
’
s
in
ten
d
e
d
m
ean
ing
an
d
t
h
e listen
e
r’s i
n
terpretatio
n
o
f
th
at m
ean
in
g
[1
]. Prag
m
a
tics is th
e stu
d
y
of
com
m
uni
cat
i
v
e act
i
on i
n
i
t
s
soci
oc
ul
t
u
ral
cont
e
x
t
[
2
]
.
Pr
agm
a
ti
cs cons
i
s
t
s
of t
w
o m
a
i
n
com
pone
n
t
s, t
h
e
pra
g
m
a
l
i
ngui
st
i
c
s and t
h
e
soc
i
op
ragm
at
i
c
s.
Pra
g
m
a
li
ngui
st
i
c
s i
s
concer
ne
d wi
t
h
t
h
e ap
p
r
o
p
ri
at
ene
ss o
f
fo
rm
,
and the
soci
opragm
atics is concer
ne
d
wi
t
h
t
h
e a
p
p
r
op
ri
at
eness
of
m
eaning in s
o
cial context [3].
Pra
g
m
a
tic com
p
etence refers to the langua
ge
knowledge
of the speake
r
and t
h
e use
of
ap
pro
p
riaten
ess an
d
po
liten
e
ss ru
les, b
y
wh
i
c
h
th
e sp
eak
e
r fo
rm
u
l
ates an
d
un
d
e
rstand
s
sp
eech
acts. Sp
eech
act
s suc
h
as a
p
ol
o
g
i
e
s, c
o
m
p
l
a
i
n
t
s
, c
o
m
p
l
i
ment
s,
ref
u
sal
s
,
r
e
que
st
s, a
n
d
su
gge
st
i
ons
are
c
onsi
d
ere
d
a
s
o
n
e
of
k
e
y in
terest areas for lin
gu
istic p
r
ag
m
a
tics.
Learn
i
ng
pragmatic
ru
les o
f
o
t
h
e
r lan
g
u
a
g
e
s en
ab
le learners to
p
r
od
u
ce lang
uag
e
th
at is so
ci
ally an
d
cu
ltu
rally ap
p
r
opriate since the
langua
ges
a
r
e
not sam
e
.Many pragm
a
tic
st
udi
es o
f
ap
ol
ogy
[
4
]
-
[
1
1]
w
e
re co
nd
uct
e
d
i
n
m
a
ny
l
a
ngu
ages an
d com
p
are
d
t
h
ese l
a
ng
ua
ge sy
st
em
s wi
t
h
t
h
at
o
f
i
n
E
ngl
i
s
h.
2.
OBJECTI
V
E
S
Eng
lish
is a
foreign
langu
age (EFL) fo
r Iraq
is an
d
i
t
i
s
t
a
ug
ht
i
n
sc
h
ool
s as a
c
o
m
pul
sory
s
u
b
j
ect
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
A
S
t
u
d
y
o
f
Apolo
g
y
S
t
ra
teg
i
es
Used
b
y
Ira
q
i
EFL Un
iversit
y
S
t
ud
en
ts
(Raed
L
a
tifUg
l
a
)
33
Gene
ral
l
y
, Ira
qi
s are re
q
u
i
r
e
d
t
o
st
u
d
y
E
n
g
l
i
s
h as a fo
rei
gn l
a
ng
ua
ge f
o
r a
p
p
r
oxi
m
a
tel
y
si
xt
een y
ears f
r
om
fi
rs i
n
pri
m
ary scho
ol
t
o
hi
g
h
er e
d
u
cat
i
o
n
.
The e
ducat
i
o
n
sy
st
em
i
n
Iraq
foc
u
ses m
o
re
on t
eac
hi
n
g
E
ngl
i
s
h
g
r
amm
a
r an
d
read
i
n
g. As a resu
lt, in
real-life situ
atio
ns, Iraq
i
stu
d
e
nts
m
a
y o
f
ten
fail to
co
mm
u
n
icate
effect
i
v
el
y
wi
t
h
f
o
rei
gne
rs w
h
en c
o
m
m
uni
cat
i
ng i
n
E
ngl
i
s
h. U
n
der
s
t
a
n
d
i
ng t
h
e m
eani
ng be
hi
n
d
t
h
e
w
o
r
d
s i
s
very
i
m
port
a
n
t
t
o
avoi
d t
h
e
m
i
sunder
s
t
a
n
d
i
n
g bet
w
e
e
n
t
h
e spea
ker a
nd t
h
e
heare
r
and t
o
ac
hi
eve t
h
e
comm
unicative goal, e
s
peci
ally whe
n
th
e s
p
e
a
k
e
r
an
d
th
e
h
e
a
r
er
ar
e f
r
o
m
d
i
f
f
e
r
e
nt c
u
ltu
r
e
s
.
In
s
u
ch
a
situ
atio
n
,
th
e
po
lite
m
o
d
e
is
preferred
to avoid
co
mm
u
n
i
catio
n
b
r
eakdo
wns or offen
s
e.
An
d sin
ce t
h
e con
cep
t
o
f
po
liten
e
ss
varies acro
ss cu
l
t
u
r
es, th
ere app
ears to
b
e
a
need
for stud
ying
ap
o
l
o
g
y
strat
e
g
i
es and
sp
eech
acts
i
n
speci
fi
c c
u
l
t
ures.
Suc
h
a
st
udy
m
a
y
hi
ghl
i
ght
s
o
m
e
di
ffe
rences
bet
w
een I
r
aqi
s
a
n
d
fo
rei
g
ners a
n
d t
h
ei
r
v
i
ew of p
o
liteness
du
ri
ng
ap
o
l
o
g
i
zing
.
This study aims to provi
d
e contrast evi
d
e
n
ce
on
a
p
ology speech acts in
Iraq
i Arabic a
n
d in Englis
h
sh
owing
th
e d
i
fferen
ces an
d
t
h
e sim
ilarities
b
e
tween
th
ese
two
lang
u
a
g
e
s
reg
a
rd
i
n
g
ap
o
l
o
g
i
es. Th
e resu
lts o
f
th
is stud
y ai
ms to
pro
v
i
d
e
Iraq
i
EFL learn
e
rs with in
f
o
rm
at
i
on t
h
at
m
a
y hel
p
t
h
em
improve their
pra
g
m
a
tic
com
p
etence in
English.
The
study al
s
o
c
o
ntributes
to
pra
g
matics-teaching
curriculum
and EFL
resea
r
ch.
3.
REVIEW
OF
LITERATU
R
E
In
th
e field
of so
cio
lingu
istics,
m
o
re atten
tio
n
was g
i
v
e
n
to
apo
l
og
ies th
an
to
o
t
h
e
r sp
eech
acts [12
]
.
C
r
y
s
t
a
l
(1
98
5:
24
0
)
de
fi
nes
p
r
agm
a
t
i
c
s as “the st
u
d
y
o
f
l
a
n
gua
ge
fr
om
t
h
e poi
nt
o
f
vi
ew o
f
users
,
es
p
eci
al
l
y
of t
h
e c
hoices
they m
a
ke, the
constraints t
h
e
y
encounter
in
u
s
ing
langu
ag
e in
so
cial in
teractio
n
an
d th
e effects
t
h
ei
r use o
f
l
a
n
gua
ge has
on o
t
her pa
rt
i
c
i
p
ant
s
i
n
t
h
e act
of
com
m
uni
cat
i
on.”
[
1
3
]
.
Acc
o
r
d
i
n
g t
o
B
l
um
-
K
ul
ka
and
Olshtai
n
(1984) a
pol
ogie
s
are post-e
ve
nt acts which
re
fer to a
n
e
v
ent, has alrea
d
y taken
place or that will
take place [14]
. Since there a
ppea
r
s to
be a variation of
de
finitions
of a
p
ology, resea
r
chers provide
d
di
ffe
rent
t
y
pes of ap
ol
ogy
st
rat
e
gi
es
.
Ol
sht
a
i
n
an
d
C
ohen
(1
9
8
3
)
cl
assi
fi
ed apol
ogy
st
rat
e
g
i
es i
n
t
o
fi
ve m
a
i
n
categories, na
mely: explanat
ion, e
x
pr
essi
on
of
apo
l
og
y,
p
r
o
m
ise o
f
non-recurre
nce, acknowledgement
of
respon
sib
ility, an
d
o
f
fer
o
f
rep
a
ir [15
]
. Blum
-Ku
l
k
a
, H
ouse an
dKasp
e
r
(198
9) classified
apo
l
og
y strateg
i
es
in
to
fiv
e
catego
r
ies, n
a
m
e
ly:
o
f
fer of
rep
a
ir, illo
cu
tion
a
ry
fo
rce ind
i
catin
g d
e
v
i
ces, tak
i
ng
o
n
respo
n
s
i
b
ilit
y,
prom
ise of forbeara
n
ce, a
n
d expla
n
atio
n or account [16]. Accordin
g to Fraser
(1981) ap
ologies are cla
ssifie
d
into nine
strat
e
gies, na
m
e
ly:
requesting the
acceptance of
the gi
ven
apol
ogy,
announcing t
h
at apology is
forthc
om
ing through cl
a
u
ses
,
stating the
offe
nde
r’s obligati
o
n to
a
p
ology with words
lik
e “I m
u
st apologize”,
of
feri
ng t
o
a
p
ol
o
g
i
ze, ex
p
r
e
ssi
ng
reg
r
et
f
o
r t
h
e
of
fe
nse
t
h
ro
u
gh t
h
e use o
f
i
n
t
e
n
s
i
f
i
e
rs, ac
kn
o
w
l
e
dgi
n
g
respon
sib
ility for th
e act,
req
u
e
stin
g
forg
iv
en
ess fo
r
t
h
e o
f
fen
s
e,
p
r
omisin
g
forb
earan
ce fro
m
a si
m
i
lar
o
f
f
e
nd
ing
act, an
d
of
f
e
r
i
ng
r
e
dr
ess to
show
th
at th
e o
f
f
e
nde
r really
regrets the o
ffe
nse with o
ffe
r
s
[1
7]
.
Hol
m
es (1
99
0
)
cl
assi
fi
ed a
p
ol
ogy
st
rat
e
gi
es i
n
t
o
f
o
u
r
s
u
per
st
rat
e
gi
es
wi
t
h
ei
ght
s
u
bcat
eg
ori
e
s
[
18]
.
“A. E
x
pl
i
c
i
t
exp
r
essi
on
of a
pol
ogy
,
1.
an
of
fer
of
ap
ol
o
g
y
,
2
.
an
ex
pr
essi
on
o
f
re
gr
et
, 3. a
req
u
e
s
t
f
o
r
forgi
v
ene
ss; B
.
Expla
n
ation
or account,
on
the;
C. Acknowle
dgem
e
nt of responsi
b
ility, 1. accepting the
bl
am
e, 2. ex
pr
essi
ng
sel
f
-
d
e
f
i
c
i
e
ncy
,
3.
rec
o
g
n
i
z
i
n
g
V as
deser
v
i
n
g a
p
ol
ogy
,
4
.
ex
p
r
es
si
ng l
a
c
k
of i
n
t
e
nt
, 5
.
of
feri
ng
re
pai
r
/
re
dress;
D.
P
r
om
i
s
e of f
o
r
b
e
a
rance
.
”
M
a
ny
resea
r
c
h
ers c
o
nd
uct
e
d
vari
ous
st
u
d
i
e
s t
o
com
p
are
speec
h act
s
fr
om
nat
i
v
e a
n
d
n
o
n
-
n
at
i
v
e
l
a
ng
uage
pe
rs
p
ect
i
v
es, s
o
m
e
of t
h
ese
st
u
d
ies
can
be s
u
mm
ar
ized as
follows:
1.
Tro
s
b
o
r
g
(
1
9
8
7
) f
o
un
d t
h
at
t
h
ere wa
s n
o
n
e
gat
i
v
e fi
rst
l
a
ng
ua
ge pr
agm
a
l
i
ngui
st
i
c
t
r
an
sfer f
r
om
Dani
sh
l
earner
s
of En
g
l
i
s
h
[
19]
.
2.
Ho
use
(
1
9
8
8
)
sho
w
e
d
t
h
at
G
e
rm
an l
earners
of
E
ngl
i
s
h
t
r
a
n
sfe
rre
d t
h
ei
r
ow
n c
o
m
m
uni
cat
i
v
e st
y
l
es fr
om
Germ
an i
n
t
o
E
ngl
i
s
h
by
usi
n
g
ap
ol
o
g
y
ex
p
r
e
ssi
ons
[
2
0]
.
3.
Garcia
(198
9) rev
ealed
th
at
Ven
ezu
elan
s
u
s
ed
m
o
re positiv
e p
o
liten
e
ss strateg
i
es,
wh
ereas t
h
e nativ
e
spea
kers
ap
pl
i
e
d m
o
re
negat
i
v
e st
y
l
es [2
1]
.
4.
Ol
sht
a
i
n
’s
(1
9
8
9
)
f
o
un
d t
h
a
t
t
h
e spea
ker
s
of
Fre
n
c
h
,
H
e
bre
w
,
En
gl
i
s
h, a
n
d Ge
rm
an u
s
ed t
h
e sa
m
e
ap
o
l
o
g
y
strategies (illo
cu
tion
a
ry fo
rce ind
i
catin
g
d
e
v
i
ce)
[4
].
5.
Fresc
u
ra
(1993) re
vealed that the
native s
p
eake
r
s
of
Italian
u
s
ed self-su
ppo
rtiv
e fo
rm
u
l
as, wh
ile
nativ
e
spea
kers
o
f
E
n
gl
i
s
h
use
d
hear
er-s
u
p
p
o
rt
i
v
e
f
o
rm
ul
as [
22]
.
6.
Sug
i
m
o
to
(
199
7)
f
oun
d th
at Jap
a
n
e
se st
ud
en
ts str
e
ssed th
e im
p
o
r
tance of
aton
em
e
n
t (d
escr
ip
tion of
dam
a
ge, statement of
rem
o
rse, accounts, a
nd
re
paratio
n)
m
o
re than Am
ericans,
and e
x
cept
for acc
ounts
st
rat
e
gi
es [
2
3]
.
7.
Hus
s
ei
n a
n
d
H
a
m
m
ouri
(
1
9
9
8
)
re
veal
ed t
h
a
t
Jor
d
a
n
i
a
ns
us
e m
o
re st
rat
e
gi
es t
o
a
pol
ogi
ze
t
h
an
Am
eri
cans
[2
4]
.
In
ge
neral
,
t
h
e
s
e st
u
d
i
e
s sh
o
w
ed
t
h
at
ap
ol
ogy
st
rat
e
gi
es
vari
e
d
am
ong
l
a
ng
uage
s an
d
t
h
ey
we
re
i
n
fl
ue
nce
d
by
ori
e
nt
at
i
on
a
n
d
cul
t
u
re.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
5,
No
. 1,
M
a
rc
h 20
1
6
:
3
2
– 38
34
4.
MATE
RIAL
S AND METHODS
Fi
ft
y
-
fi
ve En
gl
i
s
h m
a
jor st
ude
nt
s (f
o
u
rt
h y
ear) we
re ch
ose
n
ran
d
o
m
l
y from
two colleges in Ira
q
:
Al
-
Yarm
ou
k
Uni
v
ersi
t
y
C
o
l
l
ege a
n
d
C
o
l
l
e
ge
of
E
duca
tion
for Hu
m
a
n
Scien
ces/ Un
i
v
ersity
o
f
Diyala.
To
col
l
ect
am
pl
e i
n
fo
rm
at
i
on and t
o
get
re
l
i
a
bl
e dat
a
,
the study analyzed one
que
stionnaire (Disc
o
urse
Co
m
p
letio
n
Task
Qu
estionn
aire (DCTQ)) and
on
e in
terv
ie
w with
twelv
e
p
a
rticip
an
ts. B
e
fore cond
u
c
ti
n
g
t
h
e
actu
a
l stud
y, the DCTQ an
d the in
terv
iew
were
p
ilo
ted
and
v
a
lid
ated.
Discou
rse co
mp
letio
n
task
questio
nn
aire is co
n
s
i
d
ered
a
n
e
ffective
research
i
n
st
r
u
m
e
nt
[2
5]
. I
n
t
h
e
p
r
esen
t stu
d
y
, th
e D
C
TQ
co
n
s
isted
o
f
two
p
a
r
t
s; th
e f
i
r
s
t o
n
e
co
n
t
ai
n
e
d
b
ackgr
ound
in
fo
r
m
atio
n
ab
ou
t
gen
d
e
r
, st
at
us
,
and t
h
e sec
o
n
d
pa
rt
co
nt
ai
ne
d f
o
urt
een
si
t
u
at
i
ons a
d
apt
e
d
fr
om
apol
ogy
speec
h st
u
d
i
e
s [1
5]
,
[2
6]
,[
2
7
]
.
Th
e in
terv
iew
is co
n
s
i
d
ered
an
effectiv
e instru
m
e
n
t
to
g
e
t in
v
i
sib
l
e d
a
t
a
th
at can
no
t
b
e
ob
serv
ed
di
rect
l
y
, suc
h
as feel
i
n
gs
,
bel
i
e
fs,
be
havi
or
, i
n
t
e
nt
i
o
n
s
, and
thou
gh
ts [28
]
.
In th
is stu
d
y
, th
e interv
iew
co
nsisted
o
f
t
w
o
par
t
s: th
e f
i
r
s
t o
n
e
ask
e
d
ab
ou
t th
e p
a
r
t
i
c
ip
an
ts’
b
ackgr
oun
d
inf
o
r
m
a
tio
n
,
and
th
e second
part
was a
s
ki
n
g
a
b
o
u
t
si
gni
fi
cance
of
ap
ol
o
g
y
an
d a
s
ki
ng
abo
u
t
a
pol
ogy
st
rat
e
gi
es.
5.
R
E
SU
LTS AN
D ANA
LY
SES OF
QUANTITA
T
IV
E
DA
TA
There were fift
y-five participants,
but five
were left out a
s
not of
the a
n
alysis because
they did not
answ
er al
l
q
u
e
s
t
i
ons i
n
t
h
e
D
C
TQ. T
h
us t
h
e
t
o
t
a
l
num
bers
of
q
u
est
i
o
nnai
r
e res
p
on
de
nt
s
was
fi
ft
y
Ira
qi
EFL
un
de
rg
rad
u
at
e
st
ude
nt
s.
A
pol
ogy
st
rat
e
gi
es
were
o
b
t
a
i
n
e
d
by
u
s
i
n
g t
h
e
q
u
est
i
o
nnai
r
e
i
n
t
h
i
s
st
u
d
y
a
n
d
dat
a
was a
n
alyzed
using t
h
e SPSS ba
sed on t
h
e
strategies
pr
ovide
d
by Hol
m
es
(1990) [18].
T
h
ese strategies
c
a
n
be s
h
ow
n i
n
t
h
e Tabl
e
1.
Tab
l
e 1
.
Ho
lmes’
s
(
199
0)
A
p
o
l
og
y
Str
a
teg
i
es
Classif
i
catio
n
1.
An E
xplicit expression of apol
ogy
a)
An offer
of apol
og
y
/
IFI
D
(
I
llocutionar
y
For
ce
I
ndicating Device)
b)
An expr
ession of r
e
gr
et
c)
A req
u
e
st f
o
r f
o
rg
iv
en
ess
2.
An explanation or
account.
3.
An acknowledge
m
e
nt of responsibility
a)
Accepting the blam
e
b)
E
xpr
ess self-
d
eficiency
c)
Recognize H (hearer) as
entitled to an
apology
d)
E
xpr
ess lack of intent
e)
Of
f
e
r rep
a
ir/
red
r
e
ss
4.
A pro
m
ise
of
f
o
rbearance.
A
d
ap
ted fr
o
m
H
o
lm
es’
s
(1
990
)
Tab
l
e 2
sho
w
s th
e resu
lts elicited
fro
m
th
e
DCTQ. Th
ese
resu
lts are
related
to
th
e
first
o
b
j
ectiv
e
o
f
t
h
i
s
st
u
d
y
,
t
h
at
i
s
, t
o
e
x
pl
ore
t
h
e a
pol
ogy
st
ra
t
e
gi
es i
n
E
n
gl
i
s
h
use
d
by
I
r
aq
i
EFL st
ude
nt
s.
Tabl
e
2.
A
pol
o
g
y
st
rat
e
gi
es
i
n
En
gl
i
s
h
use
d
b
y
Ira
qi
EFL
st
u
d
ent
s
Apology Strategies
Nu
m
b
er
Percen
tage (%)
1.
An E
xplicit expression of apol
ogy
a)
An offer
of apol
og
y
/
IFI
D
13
1.
4
b)
An expr
ession of r
e
gr
et
590
61.
5
c)
A r
e
quest for
for
g
iveness
23
2.
4
2.
An explanation or
account
77
8.
1
3. An acknowledge
m
e
nt of responsibility
a)
Accepting the blam
e
33
3.4
b)
E
xpr
ess self-
d
eficiency
61
6.
4
c)
Recognize H as en
titled to an apolog
y
1
0.1
d)
E
xpr
ess lack of intent
79
8.
2
e)
Offer
r
e
pair
/
r
e
dr
ess
73
7.
6
4.
A pr
o
m
ise of fo
r
b
ear
ance
9
0.
9
T
o
tal 960
100
Tabl
e 2 s
h
ow
s
t
h
at
out
of
ni
ne h
u
n
d
r
e
d
s a
nd
si
xt
y
o
u
t
o
f
ni
ne
hu
n
d
re
ds
and
si
xt
y
-fi
ve
were
val
i
d
,
and fi
ve o
f
t
h
em
m
i
ssed t
h
e
val
u
es
, as t
h
e resp
on
de
nt
s di
d
not
pr
o
v
i
d
e a
n
ap
ol
o
g
y
fo
r som
e
sit
u
at
i
o
n
s
. Ira
qi
EFL st
u
d
e
n
t
s
use
d
ex
pl
i
c
i
t
exp
r
essi
ons
o
f
apol
o
g
y
,
esp
eci
al
l
y
expres
si
ons
o
f
re
gre
t
(6
1.
5),
use
d
m
o
re
fre
que
nt
l
y
t
h
a
n
ot
her st
rat
e
g
i
es. Ex
pres
si
n
g
l
ack
of i
n
t
e
n
t
was t
h
e sec
o
nd
hi
g
h
est
ra
n
k
i
n
t
h
e
fr
eq
ue
ncy
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
A
S
t
u
d
y
o
f
Apolo
g
y
S
t
ra
teg
i
es
Used
b
y
Ira
q
i
EFL Un
iversit
y
S
t
ud
en
ts
(Raed
L
a
tifUg
l
a
)
35
apol
ogy strate
gies (8.2)
foll
owe
d
by
expla
n
ation
or account
(8
.1),
offe
r re
pair/ re
dre
ss (7.6), e
x
pre
ss self-
deficiency (6.4), accepting the blam
e (3
.4), a re
que
st for forgive
n
ess
(2.4
), a
n
offe
r of apol
ogy (1.4), a
p
r
o
m
ise o
f
forb
earan
ce (0
.9), an
d
fin
a
lly, th
e lowest strateg
y
u
s
ed
recog
n
i
ze
H (h
earer) as en
titled
to
an
apol
ogy
(
0
.
1
).
Tab
l
e
3
sh
ows th
e
resu
lts eli
c
ited
fro
m
th
e
DCTQ.
Th
ese
resu
lts are
related
to
t
h
e secon
d
obj
ectiv
e
of t
h
i
s
st
u
d
y
,
t
h
at
i
s
, t
o
e
x
pl
ore t
h
e ap
ol
og
y
st
rat
e
gi
es o
f
Ira
qi
A
r
abi
c
use
d
by
Ira
q
EFL st
u
d
e
n
t
s
.
As i
t
i
s
not
i
ced
f
r
om
t
h
e
que
st
i
o
n
n
ai
re re
sul
t
s
, m
a
ny
Ira
qi
st
u
d
e
n
t
s
use
d
“
P
ar
do
n
”
i
n
st
ead
o
f
“S
or
ry
” si
nce
I
r
a
q
i
s
u
s
e
th
e Arab
ic wo
rd
:
وف
ع
ل
ا
(A
l-A
f
au
) wh
ich m
ean
s sor
r
y
.
Th
is m
ean
s th
at
m
a
n
y
Iraq
i
st
u
d
e
n
t
s tran
slat
e fro
m
th
eir mo
th
er tong
u
e
into
th
e targ
et lang
u
a
g
e
.
E
xam
pl
e 1
.
St
ude
nt
num
ber 19:
Par
d
on
I di
dn
’t
m
ean
t
h
at
.
Som
e
Iraqi
EFL students
bla
m
ed the
heare
r
i
n
st
ead
o
f
a
pol
ogi
zi
n
g
o
r
re
g
r
et
t
i
ng.
E
xam
pl
e 2.
I
t
em 4
.
Y
o
u
co
p
i
ed
an
essay fro
m
a w
e
b
s
ite f
o
r
your
assignmen
t an
d
you
r in
str
u
ct
o
r
foun
d
ou
t.
What would y
o
u s
a
y t
o
y
o
ur
instructor
?
St
ude
nt
num
ber 43:
B
eca
use y
ou di
d
n
’
t
hel
p
m
e
Tabl
e
3.
A
pol
o
g
y
st
rat
e
gi
es
i
n
Ira
qi
Ara
b
i
c
Apology Strategies
Nu
m
b
er
Percen
tage (%)
1.
An E
xplicit expression of apol
ogy
d)
An offer
of apol
og
y
/
IFI
D
189
20.
7
e)
An expr
ession of r
e
gr
et
375
41.
1
f)
A r
e
quest for
for
g
iveness
11
1.
2
2.
An explanation or
account
117
12.
8
3. An acknowledge
m
e
nt of responsibility
f)
Accepting the blam
e
27
2.9
g)
E
xpr
ess self-
d
eficiency
32
3.
5
h)
Recognize H as en
titled to an apolog
y
0
0
i)
E
xpr
ess lack of intent
103
11.
3
j)
Offer
r
e
pair
/
r
e
dr
ess
53
5.
8
4.
A pr
o
m
ise of fo
r
b
ear
ance
6
0.
7
T
o
tal 913
100
Tabl
e 3 sh
o
w
s
t
h
at
ni
ne hu
n
d
re
d an
d t
h
i
r
t
e
en o
u
t
of ni
ne hu
n
d
re
d an
d ei
ght
y
-
t
h
ree ap
ol
ogi
es gi
ve
n
t
o
t
h
e
f
o
urt
een
si
t
u
at
i
o
n
s
by
t
h
e
fi
ft
y
res
p
on
dent
s
we
re
val
i
d, a
n
d se
ve
nt
y
of
t
h
em
m
i
ssed t
h
e
val
u
es
,
as t
h
e
resp
o
nde
nt
s
di
d
not
pr
o
v
i
d
e a
n
a
pol
ogy
fo
r s
o
m
e
si
t
u
at
i
ons.
Ira
qi
EF
L st
u
d
e
nt
s u
s
ed
an
ex
pl
i
c
i
t
exp
r
essi
o
n
o
f
apol
ogy
, e
s
pec
i
al
l
y
an expre
ssi
on
of
re
gret
m
o
re f
r
eq
ue
n
t
l
y
(41.
1) t
h
an
t
h
e ot
he
r st
ra
t
e
gi
es. A
n
of
f
e
r o
f
ap
o
l
o
g
y
strateg
y
is th
e seco
nd
h
i
gh
est rank
in
th
e frequ
e
n
c
y
of apol
ogy
st
rat
e
gi
es (2
0.
7
)
.
Then ex
pl
anat
i
on o
r
account
(12.8), express lac
k
of inte
nt
(11.3),
offer re
pa
ir/ redress
(5.8
),
e
x
press se
lf-de
f
iciency (3.5),
accepting the
blam
e (2.9), a
request fo
r forgive
n
ess (1.2),
and
fi
nally,
th
e lowest st
rategy use
d
was that
pr
om
i
s
e of for
b
eara
n
ce (
0
.
7
)
.
M
o
st
Ira
qi
st
ude
nt
s use
d
e
x
p
r
essi
ons
of
reg
r
et
an
d o
f
f
e
rs o
f
ap
ol
o
g
y
m
o
re
freq
u
e
n
tly an
d it is n
o
ticed
fro
m
th
e q
u
e
sti
o
nn
aire
resu
lts
t
h
at
m
o
st
Ira
q
i
st
ude
nt
s use
d
t
h
ese t
w
o st
ra
t
e
gi
es
to
g
e
th
er, as sho
w
n
i
n
th
e ex
am
p
l
es th
at fo
llo
w:
E
xam
pl
e1
. Stud
en
t
nu
m
b
er
8
:
رذتعا
و
فس
ا
شل
ك
ينا
.
An
i
ku
lish asif wa a
'
atith
ir
I am
very
s
o
r
r
y
an
d a
p
p
o
lgize
Translation:
Som
e
Iraqi
st
udent
s u
s
ed e
x
p
l
anat
i
on an
d j
u
st
i
f
i
cat
i
on at the sa
m
e
time when
they apologize. Most
o
f
t
h
em
u
s
ed
sweari
n
g
i
n
situatio
n
s
th
at t
h
ey ex
press lack o
f
i
n
ten
t
.
Someti
mes th
ey av
o
i
d
e
d respon
sib
ility
fo
r ce
rtain situ
ations.
E
xam
pl
e1.
Stud
en
t nu
m
b
er
27
:
ينرذعا
،دصقا
مل
ﷲو
Wallah
L
em
Aqisid
, A’athrn
y
Translation: Swear I
did not
mean, exc
u
se
me.
6.
R
E
SU
LTS AN
D ANA
LY
SES OF
QUA
L
ITA
T
IV
E
DATA
Qu
alitativ
e d
a
t
a
was tran
scribed
fro
m
in
terv
iew se
ssion
s und
ertak
e
n
with
twelv
e
Iraq
i EFL stu
d
e
n
t
s
an
d
relates to
th
e th
ird
ob
j
ect
iv
e o
f
th
is stud
y, n
a
m
e
ly
,
t
o
expl
o
r
e ap
ol
o
g
y
st
rat
e
gi
es o
f
Ira
qi
EFL st
ude
nt
s
.
Th
e an
alysis of th
e in
terv
iews ai
m
e
d
to
fin
d
ou
t in
d
e
p
t
h in
form
atio
n
ab
ou
t th
e apo
l
og
y strateg
i
es used
by
I
r
a
q
i
EFL stud
en
ts in
d
i
f
f
e
ren
t
so
cio
linguistics situ
atio
n
s
. Th
e in
terv
iew
s
also
pr
ovid
e
d
in
for
m
at
i
o
n
o
n
st
ude
nt
s’
o
p
i
n
i
ons
a
b
o
u
t
t
h
e
s
i
gni
fi
ca
nce
of
apol
ogi
es
. R
e
s
u
l
t
s
o
f
t
h
i
s
anal
y
s
i
s
can
be
des
c
ri
be
d as
f
o
l
l
o
ws:
1.
Signi
ficance of
apologies
a)
Ira
qi Ara
b
ic a
pol
ogies
and E
nglis
h a
pol
ogi
es are s
o
cial s
p
eech acts.
All pa
rticipants a
g
ree
d
t
h
at Iraqi
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
5,
No
. 1,
M
a
rc
h 20
1
6
:
3
2
– 38
36
Ara
b
ic a
pol
ogi
es and E
n
glish
apol
ogies
are
s
o
cial speec
h ac
ts.
b
)
Ag
ai
n
,
all
p
a
rti
c
ip
an
ts ag
reed
o
n
th
e im
p
o
r
tan
ce
of apologi
e
s as s
p
eec
h ac
ts. Som
e
of the
m
considere
d
it as so
m
e
th
in
g m
o
ral th
at m
u
st b
e
do
n
e
.
2.
Ap
ol
o
g
y
st
rat
e
gi
es
a)
Tran
sl
at
e ap
ol
ogi
es
f
r
om
Ira
qi
A
r
a
b
i
c
t
o
En
gl
i
s
h
w
h
en
pe
r
f
o
r
m
i
ng ap
ol
o
g
y
act
s i
n
En
gl
i
s
h
Ei
ght
o
u
t
o
f
t
w
el
ve pa
rt
i
c
i
p
an
t
s
m
e
nt
i
oned t
h
at
t
h
ey
do not
translate
a
p
ology
fro
m
th
eir
m
o
th
er to
ngu
e
t
o
t
h
e t
a
r
g
et
l
a
ng
ua
ge
whe
n
t
h
ey
pe
rf
orm
apol
ogy
act
i
n
En
gl
i
s
h.
Fo
ur
part
i
c
i
p
a
n
t
s
m
e
nt
i
oned
t
h
a
t
they translate
from
their
m
o
ther
t
o
n
gue t
o
t
h
e t
a
rget
l
a
n
gua
ge
whe
n
t
h
ey
pe
rf
orm
apol
ogy
act
s i
n
En
gl
i
s
h.
They
gave
reas
o
n
s t
h
at
t
h
ey
have
t
o
t
r
a
n
sfe
r
t
h
ei
r
i
d
eas
usi
n
g t
h
ei
r l
a
n
gua
ge t
h
en m
a
ki
ng a
tran
slatio
n in
to th
e targ
et lang
u
a
g
e
.
Th
is
v
a
riatio
n
in
t
h
eir respon
d
e
n
t
s
may b
e
d
u
e
t
o
th
eir lev
e
l
o
f
lan
g
u
a
g
e
pro
f
i
c
ien
c
y or lack
o
f
lin
gu
istic reso
urces in
English
.
b)
Usi
n
g
vari
at
i
o
n
of a
p
ol
o
g
y
p
a
t
t
e
rns t
o
m
a
t
c
h
heare
r
s’
soci
al
st
at
us t
h
at
a
r
e hi
g
h
er,
eq
ua
l
,
or
l
o
wer
i
n
status
Al
l
pa
rt
i
c
i
p
ant
s
ag
reed
t
h
at
t
h
ey
use
vari
at
i
o
ns
of
ap
ol
o
g
y
pat
t
e
rns
de
pe
n
d
i
n
g
on
t
h
e
soc
i
al
st
at
us an
d
whet
her
i
t
i
s
hi
ghe
r,
eq
ual
,
or
l
o
we
r i
n
st
at
us.
c)
Usi
n
g
vari
at
i
o
n o
f
a
pol
ogy
p
a
t
t
e
rns t
o
m
a
t
c
h hea
r
e
r
s’ s
o
ci
al
di
st
ance t
h
at
i
s
cl
ose,
neut
r
a
l
,
or
far
soci
al
distance.
All pa
rticipant
s
agreed that t
h
ey
use
vari
at
i
o
n
of
ap
ol
o
g
y
p
a
t
t
e
rns
depe
n
d
i
n
g
o
n
t
h
e s
o
ci
a
l
st
at
us an
d
whet
her it is close, ne
utral,
or far s
o
cial dista
n
ce.
d)
Usi
n
g
di
f
f
ere
n
t
ap
ol
o
g
y
pat
t
e
r
n
s acc
or
di
n
g
t
o
t
h
e si
t
u
at
i
o
n t
h
at
i
s
hars
h
or
not
.
All pa
rticipant
s
agreed that t
h
ey use
d
diffe
re
nt
apology patterns
according to
the kind of
s
ituation.
7.
DIS
C
USSI
ON
Regarding s
o
ci
al constraints
s
u
ch as
social
distance,
s
o
ci
al
st
at
us, a
n
d se
v
e
ri
t
y
of
o
ffe
ns
e, I
r
a
q
i
EFL
st
ude
nt
s
were
wel
l
a
w
are
o
f
ho
w t
o
use
adeq
uat
e
a
p
ol
ogy
f
o
rm
s t
o
m
eet
t
h
e re
qu
i
r
em
ent
s
of s
p
eci
fi
c
si
t
u
at
i
ons
an
d
rel
a
t
i
ons
hi
ps
.
The m
o
st
f
r
eq
uent
l
y
used
st
r
a
t
e
gy
was
t
h
at
o
f
e
xpl
i
c
i
t
ex
pressi
o
n
s
of
a
pol
ogy
,
especially expressions
of
re
gret. These
res
u
l
t
s corrobo
r
a
te
th
o
s
e of
H
o
lmes (1
990
) [1
8
]
,
In
tach
ak
r
a
(20
01)
[
2
9
]
, an
d Marqu
ez
(
200
0)
[
30].
Reg
a
rd
ing
th
e resu
lts of apo
l
o
g
y
strateg
i
es
o
f
Iraq
i Arab
ic, it can
b
e
n
o
ticed
th
at Iraq
i
EFL stud
ent
s
also
used explicit expressions
of a
pol
ogy, es
pecially expres
sions
of
regret
m
o
re fre
q
u
ent
l
y
.
In
I
r
aqi
Ar
abic,
t
h
ey
al
so u
s
ed
an
of
fer
of
a
pol
ogy
,
an e
x
pl
anat
i
o
n
or
a
ccount, a
n
d they expresse
d l
ack
of inte
nt
m
o
re
freq
u
e
n
tly th
an
o
t
h
e
r strategies. Reco
gn
izin
g
H (h
earer
) as en
titled
to
an
apo
l
og
y is n
e
v
e
r u
s
ed
in Iraqi
Arab
ic.
With
t
h
e ex
p
l
an
ation strateg
y
, t
h
ey
u
s
ed
j
u
stifica
tio
n
s
in
m
a
n
y
situ
atio
n
s
. Th
ey
also
u
s
ed in
tensifiers
of a
p
ol
o
g
y
suc
h
as
very
,
real
l
y
, and
so
. In
Iraq
i
Arab
ic swearing
with
lack
of in
ten
t
strateg
y
was
u
s
ed
m
o
re
fre
que
nt
l
y
.
B
a
sed
on t
h
e
resul
t
s
bo
r
n
e
out
i
n
t
h
i
s
st
u
d
y
,
a cl
assi
fi
c
a
t
i
on
of a
p
ol
o
g
y
st
rat
e
gi
es i
s
pr
o
v
i
d
e
d
i
n
Tabl
e 6 a
nd si
nce t
h
ere a
p
pe
ars t
o
be
no i
n
f
o
rm
at
i
on on s
u
ch a classification, t
h
is cl
assification m
a
y used as a
yar
d
stick
fo
r
fu
r
t
h
e
r
stud
ies
o
n
apo
l
og
y as
sp
eech
acts in Ir
aq or
in an
y
o
t
h
e
r coun
tr
y.
Tabl
e 4.
R
a
e
d
and
Jaf
r
e’
s
(
2
0
1
5
)
Ap
ol
ogy
S
t
rat
e
gi
es
C
l
assi
fi
cat
i
o
n
Apology
Str
a
tegies
1.
A Dir
ect
expr
ession of ap
ology
a)
An expr
ession of r
e
gr
et and/
or
an offer
of apology
b)
An act of
f
o
rgiveness
2.
An explanation and justification.
3. Taking responsibility
a)
Accepting the blam
e
b)
E
xpr
ess lack of intent with/ without swear
ing
c)
Of
f
e
r rep
a
ir/
red
r
e
ss
4. Avoiding responsibility
5.
I
n
tensifier
s
of apology
6.
Giving of f
u
r
t
her
ti
m
e
8.
IMPLI
CATI
O
N
It
i
s
h
ope
d t
h
at
t
h
e fi
ndi
ngs
o
f
t
h
i
s
st
u
d
y
ca
n rai
s
e
Ira
qi
E
F
L st
u
d
e
n
t
s
’ a
w
are
n
ess a
n
d
un
de
rst
a
n
d
i
n
g
of c
u
l
t
u
ral
di
ffe
rences
bet
w
een
Ira
qi
c
u
l
t
u
re a
n
d t
h
at
of E
ngl
i
s
h
l
a
ng
uage
, si
nce t
h
e
di
f
f
er
ence i
n
sociolinguistics is related to cultu
re. T
h
e results of t
h
is study ca
n contri
bute to pra
g
m
a
tics-teaching
cur
r
i
c
ul
um
t
h
at
t
h
ey
coul
d u
s
e t
h
e i
n
f
o
rm
ation a
n
d t
h
e
res
u
l
t
s
pro
v
i
d
ed
by
t
h
i
s
st
u
d
y
as a
base t
o
i
m
prove t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
A
S
t
u
d
y
o
f
Apolo
g
y
S
t
ra
teg
i
es
Used
b
y
Ira
q
i
EFL Un
iversit
y
S
t
ud
en
ts
(Raed
L
a
tifUg
l
a
)
37
syllab
u
s
es.
Finally, it is h
o
p
ed
th
at th
e
find
ing
s
o
f
th
is
stu
d
y
m
i
g
h
t
also
co
n
t
ri
b
u
t
e t
o
th
e
researches in
TESOL.
9.
CO
NCL
USI
O
N
Th
e r
e
su
lts o
f
th
is stu
d
y
r
e
vealed
th
at I
r
a
qi EFL stu
d
e
n
t
s u
s
ed
a v
a
r
i
atio
n
of
apo
l
ogy str
a
teg
i
es
d
e
p
e
nd
ing
on
t
h
e fou
r
teen
situ
atio
ns
in
th
e DCTQ.
Th
ey
were
wel
l
a
w
a
r
e
of
h
o
w
t
o
u
s
e ade
q
uat
e
a
p
ol
o
gy
fo
rm
s t
o
m
eet
t
h
e re
q
u
i
r
em
ent
s
of
speci
fi
c s
i
t
u
at
i
ons a
n
d r
e
l
a
t
i
onshi
ps, a
n
d
t
h
ey
fel
t
t
h
e nee
d
f
o
r e
xpl
ai
ni
ng
and
av
oi
di
ng
i
n
t
e
r
p
ret
a
t
i
o
n
o
f
t
h
ei
r
res
p
on
s
e
as a
n
a
pol
og
y
.
AC
KN
OWLE
DG
MENTS
I wo
ul
d l
i
k
e t
o
expre
ss m
y
grat
i
t
ude t
o
Dr.
Naji
y
a
Ali An
ber
,
Dr
. Khalil
Rajy
a, Dr. Ga
zwan
Ad
na
n,
an
d Mr.
Hassan
Had
i
fo
r th
eir inv
a
lu
ab
le
gu
id
an
ce,
com
m
ents, s
u
ggest
i
ons
, a
n
d
warm
encoura
g
em
ent that
hel
p
e
d
m
e
t
o
ove
rc
om
e di
ffi
cul
t
t
i
m
e
s t
h
roug
h
out
m
y
st
u
d
y
.
A
n
d fi
nal
l
y
, I am
al
so so app
r
eci
at
i
v
e t
o
Ira
qi
EFL st
u
d
e
n
t
s
who
p
a
rticip
ated
m
a
n
y
ti
m
e
s
in
th
e
stud
y esp
ecially in
th
e
in
terv
iews.
REFERE
NC
ES
[1]
Roberts, C., Davies, E., Jupp, T
.,“L
a
nguage and Discrim
i
nati
on: A St
udy
of
Comm
unicatio
n in Multi-ethni
c
workplaces”
,
Lo
ndon, Longm
an
, 1992.
[2]
Kasper, G., Rose, KR.,“Pragmatics in
langu
age teach
ing
”
, Cambridge, C
a
mbridge
University
Press
,
2001
.
[3]
Leech, G.,“Principles of
pr
agmatics”,
London, Lo
ngman, 1983.
[4]
Olshtain, E.,“Apologies across language
s”, In S. Blum-Kulk
a
, J. House,
G. Kasper (Eds.), “Cross-cultural
pragmatics: Req
u
ests and
apolog
ies”, Norwood,
NJ,Ablex Publis
hi
ng Corporatio
n, pp
. 155-
174,1989.
[5]
Trosborg, A.,“In
terlanguage pragmatics:
Requ
ests, complain
ts,
and apologies”,
Berlin
, Mouton
de Gru
y
ter
,
24
4
Corporation
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BIOGRAP
HI
ES OF
AUTH
ORS
Raed Latif Ugla has his qualific
ations: B.A. English language (C
ollege of Basic Education/
University
of D
i
y
a
la),
and M.Ed. TESOL (Sch
ool of Edu
c
a
tio
nal Studi
es/ Un
iversiti
Sains
Mala
y
s
ia)
.
Prese
n
tl
y, h
e
is working as assistan
t instructor/ Dep
a
r
t
ment of English
/
Al- Yarmouk
Universit
y
Co
lle
ge/ Di
ya
la
, I
r
aq.
E-mail: muneer4
02@
y
a
hoo
.com
Mohamad Jafre Zainol Abid
in ha
s his qualifications: B.A
.
(Ed.)
(Universit
iSains Mala
ysia
),
M.Ed., Ph.D.(K
eele), Adv. Dip
.
App. Li
ng
. (
E
dinburgh). Ex
pertise: TESOL Methodolo
g
y
,
Englis
h for
S
p
ec
ial
P
u
rpos
es
, and
M
a
ter
i
al
Develo
pment for
Englis
h Langu
age Lear
ning.
E
-
ma
i
l
:
j
a
fre
@
usm.
my
Evaluation Warning : The document was created with Spire.PDF for Python.