Abstract
This study investigates the effect of the length of language education and Language exposure on English apologies as produced by female Saudi learners. Second language research studies stress that learning a second language from a younger age often results in a higher level of language proficiency. Nevertheless, factors such as language exposure outside of the classroom setting can have a significant effect on the learners' fluency and competence. This paper investigates the relationship between these two concepts, focusing on the speech act of apology. The current study will attempt to answer the following research question: In terms of L2 apologies, which factor seems to help the learners achieve better and more accurate results: longer periods of formal EFL classroom education or longer periods of EFL exposure outside of the classroom? In this research, forty-eight Saudi female participants responded to an online questionnaire which was the main data collection method in this study, along with interviews. The respondents were divided into four groups: group one was introduced to English at age three; group two learned English at age six; group three learned English at age twelve, and group four started learning English at the university level. It seems fitting to suggest that the respective four groups systematically represent the following linguistic proficiency levels (advanced, upper-intermediate, lower-intermediate, and beginner). The results concluded that there was a positive correlation between the years of language education and the application of apologies, in that the earlier a participant started learning English as a second language, the more appropriate her apologies were linguistically and pragmatically. However, a few exceptional cases were found where group one used apologies at the beginner level. Alternatively, group four displayed advanced competencies in employing apologies, despite their shorter years of formal English classroom education.