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Speech Acts: What is a Speech Act?

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Presentation on theme: "Speech Acts: What is a Speech Act?"— Presentation transcript:

DOING THINGS WITH LANGUAGE

Unit : 22 Perlocution and Illocution.

Conversational Implicature (Based on Paltridge, chapter 3)

Review Exercises 1) Do the COMPONENTIAL analysis (not the compositional one) of the following words: hen b) rooster Componential analysis 2) Does ‘A’

Lecture Six Pragmatics.

Pragmatics.

CAS LX 502 7a. Speech acts Ch. 8. How to do things with words Language as a social function. — I bet you $1 you can’t name the Super Tuesday states. —You’re.

Presentation on Formalising Speech Acts (Course: Formal Logic)

ETHNOGAPHY OF COMMUNICATION: SECOND PART

Speech acts and events. Ctions performed To express themselves, people do not only produce utterances, they perform actions via those Utterances, such.

Direct and indirect speech acts

Introduction to linguistics II

SPEECH ACT THEORY J. Austin & J.Searle

Advanced Spoken English Speech Act Theory What are Speech Acts? Speaking is performative Utterances are functional -Giving orders, instructions -Making.

Semantics 3rd class Chapter 5.

 We have been considering ways in which we interpret the meaning of an utterance in terms of what the speaker intended to convey.  However, we have.

6.3 Macropragmatics Speech act theory The cooperative principle The politeness principle.

Topic 9: perlocution and illocution

+ 1. Pragmatics. - What is pragmatics? - Context 2. Speech acts. - direct speech acts - indirect speech acts.

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Related Papers

Muhamad arifin

This paper addresses John L. Austin’s theory of speech acts, originally introduced in How to Do Things with Words, as well as John R. Searle’s Speech Act. It begins with the description of the notion of speech acts particularly in terms of its definition considering the exact limits of the discussion. It follows with the history of speech act theory which focuses on how the pioneer of this theory, Austin, came up with his ideas which then were further explored by his most famous student at Oxford University, Searle. Regarding the history, this paper brings the distinction between performatives and constatives which were introduced by Austin and then moves to his most influential work, that is, locutionary, illocutionary, and perlocutionary acts. It continues with surveying the direct and indirect speech acts. Another important concept certainly ought to be mentioned is Searle’s five classifications of speech acts. Finally, to complete the discussion, this paper switches to speech events and Dell Hymes SPEAKING model.

R. Dian D Muniroh

The study is aimed at investigating strategies of follow-up responses to refusals performed by Indonesians learning English as a foreign language. Having known that his/her desire or want is refused by his/her hearer, a speaker may provide a follow-up response to the refusal to maintain the flow of a talk exchange. This act may also mitigate the tension and is able to prevent the speaker from being considered impolite or non-cooperative. The study involves 20 students of the English Education Department of Indonesia University of Education. The data were collected through Discourse Completion Tests (DCTs). The collected data were then analyzed by using the framework proposed by Searle (1969), Blum-Kulka et al. (1989), and Aziz (2000). It is found that the respondents manifest the follow-up responses in a number of ways, which can be categorized as request, acceptance, apology, promise, refusal, and passive comment. These responses contain some strategies. While the category of request and refusal are manifested in six and two strategies respectively, the categories of acceptance, apology, promise, and passive comment are not further divided into finer categories because they only consist of illocutionary force indicating devices (IFIDs). This study concludes that an act of providing a follow-up response cannot be separated from the speaker’s attempt to maintain harmony in communication.

Bảo Ngọc Đỗ

Agustin Anggraeni

Key Words: speech acts, Ramayana comic, illocutionary act, perlocutionary act In this study the writer is interested in conducting an analysis of speech acts in Ramayana comic. There are two proposed problems: (1) what are the illocutionary forces in the utterances produced by Rahwana in the Ramayana comic the first series written by R. A. Kosasih and (2) how are the perlocutionary effects interconnected with the illocutionary forces in the utterances produced by Rahwana in the Ramayana comic the first series written by R. A. Kosasih. To answer the problems of study the writer employs a speech acts theory proposed by Austin (1962). Austin (1962) divided speech acts into three dimensions which are locutionary act, illocutionary forces, and perlocutionary effects. The types of illocutionary forces proposed by Austin are verdictives, excercitives, commissives, behavitives, and expositives. The perlocutionary effects can be intended or unintended. This study uses qualitative approach because the analysis of the data is explained in the form of description rather than numeral. Besides, the study is a document analysis because the data are Rahwana’s written utterances containing speech acts derived from a comic. The data source of this study is Ramayana comic the 1st series published by Ermar Press in 1981. Based on the result of the analysis, it is revealed that Rahwana employs all five types of illocutionary forces in uttering his utterances. They are verdictives, excercitives, commissive, behavitives, and expositives. All these illocutionary forces are uttered either explicitly or implicitly. Then, the perlocutionary effects of Rahwana’s utterances are intended and unintended. The most frequent illocutionary force Rahwana uses is excercitive which is uttered explicitly and the most frequent perlocutionary effect is intended. It is suggested to the next writers who want to conduct a study in the same field, especially speech acts, to analyze all the three dimensions of speech acts which are locutionary act, illocutionary act, and perlocutionary act. In analyzing the locutionary act the next writers can use syntactical structure to determine the formation of the sentence in a speaker’s utterance and explains performative verbs in analyzing the illocutionary and perlocutionary acts.

Rinaldo Fatra

DANIELA SOREA

Cakrawala Pedagogik

Akhmad Baihaqi

This paper is intended to understand how conversational pattern is occurred between conductor and passenger in public transportation. The research was conducted through case study. Data of the research were taken from the conversation transcriptions between conductor and passenger in public transportation. The result of the research shows that the most turn taking patterns in conversation are interruption, and the types of speech acts that mostly occurred are illocutionary act of directive, assertive, and expressive utterances. The research also finds the existing pattern of adjacency pairs, sequences, and implicature. Abstrak Penelitian ini bertujuan untuk memperoleh pemahaman tentang bagaimana pola percakapan terjadi antara kondektur dan penumpang di bus umum. Metode yang digunakan dalam penelitian ini adalah studi kasus. Data penelitian diperoleh dari rekaman percakapan yang dibuat dalam transkripsi percakapan. Hasil penelitian menunjukkan bahwa pola giliran pembicaraan yang paling banyak muncul adalah interupsi, pada bentuk tindak tutur ilokusi direktif, asertif, dan ekspresif. Hasil penelitian juga menunjukkan munculnya pasangan berdampingan, rangkaian ujaran, dan penyiratan.

Rajendran Sankaravelayuthan

The aim of the subject of study is to give a brief introduction to semantics and pragmatics. Semantics is the study of meaning. More precisely it is the study of the relation between linguistic expressions and their meanings. Pragmatics is the study of context. More precisely it is the study of the way context can influence our understanding of linguistic utterances. The term semantics simply means the study of meanings. The study explores how meaning in language is produced or created. Semantics not only concentrates on how words express meaning but also on how words, phrases and sentences come together to make meaning in language. To start with, you will be motivated to focus on the nature and scope of semantics. Hence, here in this unit, you will be introduced to the concept and definition semantics, brief history of semantics, semantics and other disciplines, major concern of semantics, and the different approaches to the study of semantics. The symbols employed in language must be patterned in a systematic way. You have been already informed that language is organized at four principal levels – sounds (i.e. Phonetics/phonology), words (i.e. Morphology), sentences (i.e. syntax) and meaning (i.e. semantics). Phonology and syntax are concerned with the expressive power of language while semantics studies the meaning of what has been expressed. Knowledge of grammar is an aspect of the innate cognitive ability of human beings. The power of interpretation complements that innate ability. Interpretation is an aspect of semantics. Therefore, language acquisition or learning includes not only the knowledge of the organization of sounds and structures, but also how to associate meaning to the structures. Semantics can, therefore, be characterized as the scientific study of meaning in language. Semantics has been the subject of discourse for many years for philosophers and other scholars but later was introduced formally in literature in the late 1800’s. Hence, we have philosophical semantics and linguistic semantics among other varieties of semantics. Earlier scholars in philosophical semantics were interested in pointing out the relationship between linguistic expressions and identified phenomena in the external world. In the contemporary world, especially in the United States philosophical semantics has led to the development of semiotics. In some other parts of the world, and especially, France, the term semiology has been favoured. The reliance on logical calculations in issues of meaning has led to the development of logical semantics. However, for your purpose in this course, emphasis is on linguistic semantics, with our interest on the properties of natural languages. You shall see how this study relates to other disciplines. We shall also examine the real issues in linguistic semantics. Semantics has been identified as a component of linguistics. In its widest sense, linguistics is the scientific study of language. As a field of study, semantics is related to other disciplines. In semantics, we study the meaning of words and also how the meanings of words in a sentence are put together to form sentential meaning. Linguistic semantics studies meaning in a systematic and objective way. Since meaning as a concept is not static, a great deal of the idea of meaning still depends on the context and participants in the act of communication (discourse). There is a strong connection between meaning and pragmatics. The exchange or relay of information, message, attitude, feelings or values from one person to another contributes to the interpretation of meaning. This is done mainly by the use of language. It is often expressed that language is a system which uses a set of symbols agreed upon by a group to communicate their ideas or message or information. These symbols can be spoken or written, expressed as gestures or drawings. Depending upon the focus of study, semantics can be compartmentalized as lexical semantics, grammatical semantics, logical semantics and semantics in relation to pragmatics.

Rajendran S

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SPEECH ACTS

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Speech Act Theory

Jul 17, 2014

1.52k likes | 5.12k Views

Speech Act Theory. TECM 5195 Dr. Chris Lam. Speech Act Theory. Founded by John Austin in How to do things with words Utterances can be used to perform an act We can do things as well as say things with utterances. Two parts of a speech act.

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• particular contexts
• direct illocutionary acts
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Speech Act Theory TECM 5195 Dr. Chris Lam

Speech Act Theory • Founded by John Austin in How to do things with words • Utterances can be used to perform an act • We can do things as well as say things with utterances

Two parts of a speech act • Locutionary act – The act of uttering a sentence. It is a description of what the speaker says. • Illocutionary act – This is what the speaker does in an utterance. • Stating, requesting, questioning, promising, apologizing, and appointing

Classification of illocutionary acts • Searle (1976) classification system • Representative – Describes the state of affairs • I have five toes on my right foot. • Directive – Get the hearer to do something • Shut the door. • Question – Get the hearer to provide information • Who won the 2000 presidential election? • Commissive – Commit the speaker to do something • I’ll meet you at the library at 10:00pm • Expressive – Express the emotional state of the speaker • I’m sorry for calling you a dweeb. • Declaration – Change the status of some entity • You’re out –Uttered by an umpire

Practice • A doctor says to a patient, I advise you to stop smoking • One secretary says to another, My daughter’s getting married in August. • A priest says over an infant, I baptize you in the name of… • A mother says to her daughter, Who washed the dishes? • One friend says to another, I swear I won’t see Martha again

Answers • A doctor says to a patient, I advise you to stop smoking. (Directive) • One secretary says to another, My daughter’s getting married in August. (Representative) • A priest says over an infant, I baptize you in the name of…(Declaration) • A mother says to her daughter, Who washed the dishes? (Question) • One friend says to another, I swear I won’t see Martha again (Commissive)

Indirect vs. Direct Illocutionary Acts • This is when things start to get interesting. • Consider the following utterances: • Close the door. • Could you close the door? • It’s getting drafty in here. • There are multiple ways (syntactically) to deliver one single speech act.

What makes an utterance direct or indirect? • IF the illocutionary act (directive, question, commisssive, etc.) matches the syntactic form, THEN you have a direct utterance. • IF the illocutionary act doesn’t match the syntactic form, THEN you have an indirect utterance. • In other words, if what you say matches what you are doing, it’s direct.

Syntactic Forms • The structure an utterance is delivered. • Imperative – Infinitive form (remove the “to”) • Sit down. • Send me the file. • Yes-No Interrogative – Question that can be answered with a yes or no. • Do you know who is late? • Wh-Interrogative – Question that begins with wh. • Who is late? • Exclamatory – emphatic statement or declaration • How nice are you! • Declarative – Makes a statement or declaration • It’s raining outside.

Examples of Direct Speech acts

Examples of Indirect Speech acts

Practice For each of the following, state 1) syntactic form, 2) illocutionary act, and 3) if it’s direct or indirect • A clerk says to a customer, and your account number is… • A sign at the entrance of a cafeteria line: It is not impolite to pass others if there is a space ahead. • An impatient husband to his wife: Shouldn’t we be leaving soon? • A student, wheedling a teacher for an A, says If I don’t get an A in this course, Ill lose my scholarship.

Answers For each of the following, state 1) syntactic form, 2) illocutionary act, and 3) if it’s direct or indirect • A clerk says to a customer, and your account number is… • 1) Declarative, 2) Wh-question, 3) Indirect • A sign at the entrance of a cafeteria line: It is not impolite to pass others if there is a space ahead. • 1) Declarative, 2) Directive, 3) Indirect • An impatient husband to his wife: Shouldn’t we be leaving soon? • 1) Yes-no Interrogative, 2) Directive, 3) Indirect • A student, wheedling a teacher for an A, says If I don’t get an A in this course, Ill lose my scholarship. • 1) Declarative, 2) Directive, 3) Indirect

So what’s next? • Speech Act Theory is a descriptive theory that allows us to classify utterances. • Linguistic politeness theory extends beyond speech act theory and gets to the impact of direct/indirect utterances in particular contexts.

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