Oke-putri, Gita, Ayu-speech Acts

8/13/2019 Oke-putri, Gita, Ayu-speech Acts

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Austins Speech Act TheoryAustin on speech act

theory illustrates thatthe word contains avariety of meaningsdepending on thecontext and situation ofusage.

e.g : pass

1. "pass" in a game of

bridge 2. "pass" is used by the

participants in thediscussion, lecture, or

seminar

Speech Acts-Putri, Gita, Ayu


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Direct Speech Acts & Indirect Speech ActsA lot of pragmatic "speech acts" means double. In

"speech acts" there are significant direct and indirect.

E.g :


I dont know what to saydirect speech act

Do you sell postage stamps ?indirect speech act


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Types of Sentences and the Direct "Speech

Act" and Indirect "Speech Act"

States of form :

1. news sentence

2. orders/imperativesentence

3. question/interrogativesentence

States of function :

1. statement expression

2. request/orderexpression

3. expression forinformation



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Speech Act in Real Life

Language speech act strongly influenced by thelanguage and cultural background of the speaker.

E.g :


Can you give me the salt, please ?-> NNS

Can you pass the salt, please ?-> NS


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Another examples Bryan : I just wanna ask your pass

Mike : Thank you

NNS : Thank you very much

NS : Dont mention it



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On Oct 19, 2010, at 7:56 AM, Diemroh Ihsan wrote :

Dear Scott, I wanted to order your book via College

Bookstore but it was not available yet. Could I buy yourbook ? I would like to return your books tomorrow,Wednesday at 12.30.

Thanks.

Diem



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On Tue, 20/12/10, Scott Jarvis > wrote :

Dear Diem,

Most college bookstores dontcarry a very wide selection ofacademic books unlessthose books are required textbooksin a particular course, but my book has been available at

venues such as Amazon.com for nearly three years. Iwould be happy to give you the copy of my book that

you now have as a gift, but I do need the Bachman bookback as a resource for my language testing course. Illlookforward to seeing you tomorrow at 12.30.

Best regards

Scott Speech Acts-Putri, Gita, Ayu


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From some examp es o t e a ove

cases, can conclude:

(a) communicate in English as a Lingua Franca (EFL)NNS need to understand at least 3 things: literalmeaning of the words, the meaning of an expressionpragmatics, and especially the meaning of certainidioms that are commonly used in daily life,

(b) pragmatics of speech acts is a special phenomenon

that challenges proving that the relationship is directlyor indirectly between form and function of language,

(c) may not be debated that a question or statementphrase has only one possible interpretation alone.



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5 categories of speech act (Searle, 1969)

1. Representative: the speaker is determined to declarehis belief in something with a variety of ways

e.g : believe, conclude, deny

2. Directives : speaker trying to make the listener dosomething.

e.g : command, insist, challenge

3. Commissive : speaker intends in some ways to dosomething

e.g : promise, guarantee, swear



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4. Expressive : speaker expressed his attitude towardscertain situations

e.g : deplore, congratulate, welcome 5. Declarations : speaker change something to make an

inquiry.

e.g : resign, declare



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Textual Aspects of Lexical

Competence

Example:

the depressing feature ofAllen's documents is the

picture which emerges ofsmartbut stupidmilitaryplanners, the equivalentof America's madder

fundamentalists, happilyplaying the fool with thefuture of the planet.

Smartbut stupid ( lexical

relation)

Example:

You get all of this in achoice of ten attractive

colours. Plus black.

Attractive colours andblack. (lexical relation)



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Vocabulary and the organising

of text

Vocabulary

Closed Systems Discourse Systems Open Systems

Grammar WordsFunction Words

Empty Words

Lexical WordsContent Words

Full Words



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Closed and Open Systems of

Vocabulary Closed Systems

1. Grammar Words2. Function Words

3. Empty Words

Open Systems

(open-ended, creative)

1. Lexical Words2. Content Words

3. Full Words



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Example 3.9: Here I want to spend time examining thisissue.

First, I propose to look briefly at the history ofinterest in the problem, then spend some time on

its origins and magnitude before turning to anassessmentof the present situation andapproaches to its solution. Finally, I want to have ashort peek at possible future prospects.

DISCOURSE-ORGANIZING WORDSissueproblemassessmentsolution



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Winter (1978) General set of discourse-organising words:

Achieve, addition, alike, atribute,basis, case, cause, change

Knowledge or issue

Compare, conclude, confirm,consequence, contrast, differ, distinction

problem

Instrumental, justification, kind, lead toManner, matter, mean, reason, replace,respect, method, point, problem.

Assessment or method

Result, same, similar, situation, state,

thing, time, truth, way.

result or solution



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Signalling larger textual

patterns Signaling words are often used by writers to

indicate problem and solution.

Pattern 1- problem solution pattern Example : 3.14

Problem Solution

in the past, the search forother worlds has beenhamperedby two factors

but Dr Campbell and hiscolleaguesgot round thisproblem by using high-resolution specto-scopy



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Pattern 2- solution then the

pattern Example: 3.13

Headline TV violence: no simple solution (solution)

Opening sentence There is no doubt that one of the major

concerns of both viewers andbroadcasters

Closing sentence the chief lesson of all our viewing.........

there is no simple solution to theproblem of violence on television

(problem)


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Oke-putri, Gita, Ayu-speech Acts