Apologizing in English Among Nigerian Teenagers: Examining Innate Strategies, Gender Differences, and Pedagogical Implications for Conflict Resolution

Abstract The sustained interest in apology discourse across languages stems from its critical social functions. However, research on apologies in African languages and English as a second language remains limited. This study examines the influence of gender on apology strategies, their potential innateness, and the similarities between Nigerian teenagers and both native and non-native English speakers. It also explores pedagogical and conflict-resolution implications. Employing Blum-Kulka and Olshtain’s (1984) framework, data from 1,000 participants with no formal apology instruction were analysed using frequency analysis, percentages, and chi-square tests. The results reveal notable similarities in the use of apology strategies, supporting the notion of innateness. No significant gender differences were found. Key implications include reinforcing the general-purpose English pedagogical approach, integrating studies on apologies into language education, fostering self-discipline to reduce conflicts, and promoting women's involvement in mediation efforts.