scholarly journals Effects of Task Repetition and EFL Proficiency on English Speech Act Production

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hossein Ahmadi* ◽  
Farid Ghaemi
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Potential Interaction ◽  
Instructional Condition ◽  
Task Repetition ◽  
Generation Task ◽  
Low Level ◽  
Proficiency Level ◽  
English Major ◽  
High Level

Interlanguage pragmatics (ILP) studies substantiate the teachability of some aspects of second language (L2) pragmatics. However, there are controversies over the most effective instructional methods. Therefore, following a comparison group design, the present study aims to investigate the relative efficacy of two conditions of output-production task repetition on high- and low-level English as a foreign language (EFL) learners’ production of speech acts. The main effects of the instructional conditions, EFL proficiency level, and the potential interaction between them are examined. Two classes of English-major students take speech act lessons involving output-generation task repetition as follows: (1) the implicit task-repetition (ITR) group is provided with visually enhanced input plus a consciousness raising task before repeating the output-generation tasks, and (2) the explicit task-repetition (ETR) group is provided with input plus metapragmatic information before repeating the output-generation tasks. The learners’ speech act production is assessed through a written discourse completion test (WDCT) across a pretest and a posttest. The results demonstrate significant gains for both groups from the pretest to the posttest. Moreover, the ETR group significantly outperforms the ITR group in the posttest. Furthermore, EFL proficiency level is found to have a significant effect on learners’ speech act production, with high-level learners outperforming low-level learners. The results reveal no significant interaction between the effects of instructional condition and EFL proficiency level. Regarding pedagogical implications, the findings attest the efficacy of output-generation task repetition in L2 speech acts instruction, particularly when task repetition is coupled with explicit instruction.

scholarly journals Cross-Sectional Study of Refusal Speech Act Used by Iraqi Undergraduate Students

2020 ◽  
Vol 3 (1) ◽  
pp. 166-173
Author(s):  
Hutheifa Y. Turki ◽  
Juma’a Q. Hussein ◽  
Ahmed A. Al-Kubaisy
Keyword(s):  
Undergraduate Students ◽  
Speech Acts ◽  
Speech Act ◽  
Cross Sectional Study ◽  
Target Language ◽  
Cross Sectional ◽  
Efl Learners ◽  
Proficiency Level ◽  
Arabic And English ◽  
Refusal Strategies

This paper is conducted to investigate how Iraqi EFL learners refuse different speech acts across different proficiency levels. It aims to examine the most appropriate strategies used by 2nd year students of English as compared to those of 4th year when refusing their interlocutors' invitation, suggestion, and offer. WDCT questionnaire was used to collect data from 40 Iraqi undergraduate students of English: 20 2nd year and 20 4th year. Adopting Beebe et al.'s (1990) theory of refusal, data collected was analyzed quantitatively using statistical analysis. The findings revealed that the 2nd year students of English were more frequent in using direct refusals than their 4th year counterparts. This means the latter were more aware of using refusals politely than the former. On the other hand, the findings showed that 4th year students more frequent in their use of indirect refusal strategies that the 2nd year students. This indicates that the EFL learners of low proficiency level might not bridge the gap between the pragmalinguistic strategies and the grammatical form of the target language. This means that they were not pragmatically competent of the use of the appropriate pragmalinguistic strategies. This implies that the 2nd year students need to pay more attention to pragmatics and use their refusal strategies appropriately. Thus, the paper recommends conducting further research on the use of refusal speech act in Arabic and English.

scholarly journals The Impact of Raising Awareness of the Speech Act On Speaking Ability across Gender and Proficiency Level

HOW ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 93-111
Author(s):  
Kobra Ghayebi ◽  
Parisa Farrokh
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Traditional Teaching ◽  
Control Groups ◽  
Efl Learners ◽  
Proficiency Level ◽  
Raising Awareness ◽  
Awareness Raising ◽  
Males And Females ◽  
The Impact

The present study intended to investigate the possible effects of speech acts strategies on Iranian beginner and intermediate EFL learners’ speaking ability. The first step in conducting this research was the administration of QPT as the homogenizing tool. It was administered to 180 beginners and intermediate EFL learners. After analyzing the results, 80 males and females as starters and 80 males and females as intermediate subjects were chosen. Then, the beginner and intermediate EFL learners were randomly divided into control and experimental groups (including 40 beginner male and 40 female EFL learners in each class). Next, a pretest of speaking was administered to all the participants and the experimental groups received speech act role play as treatment. However, the researcher did not use any treatment of speech acts in control groups. After ten sessions, the posttest was administered to all participants. The findings suggested that awareness raising on speech acts resulted in a better speaking ability as compared to the simply traditional teaching of speaking for Iranian intermediate and beginner EFL learners. Additionally, intermediate EFL learners’ achievement in speaking was not in line with the beginner EFL learners’ achievement in the corresponding group. Finally, it was found that gender does not interact with awareness raising on speech acts in such a way as to produce a statistically significant effect on the beginner and intermediate EFL learners’ speaking ability.

Iranian English Teaching Applicants' Request and Apology Speech Acts: Special Focus on Language Proficiency

2016 ◽  
Vol 7 (3) ◽  
pp. 534
Author(s):  
Sepideh Khorshidi ◽  
Fariba Mobini ◽  
Mahdi Nasiri
Keyword(s):  
Language Proficiency ◽  
Speech Acts ◽  
Speech Act ◽  
Special Focus ◽  
English Teaching ◽  
Proficiency Level ◽  
Written Form ◽  
Influential Variable ◽  
Proficiency Scores ◽  
The Relationship

Considering speech act formulas as one tenet of pragmatics has been one primary aspect of research domain in the recent years. The current study probes whether proficiency level plays any part in implementing request and apology speech acts, with special focus on Iranian English Teaching Applicants (ETA). To calculate participants' pragmatics performance, two Discourse Completion Tests (DCT) were administered, i.e. a multiple choice (MDCT) and a written form (WDCT), each of which was comprised of 10 request and 10 apology situations. MDCT was adopted from Birjandi and Rezaee (2010), and WDCT was adopted from Jianda (2006), and Olshtain and Cohen (1990). Participants of the study were 157 (81 males and 76 females) English teaching applicants studying in several language centers in Iran. After homogenizing the participants, Pearson product moment correlation was run to detect the relationship between two proficiency level groups' (i.e., high-score and low-score) proficiency scores and their request and apology realization. The resulting data revealed that different proficiency level did not produce any significant differences in request and apology speech act production. Accordingly, proficiency level may not be an influential variable in request and apology realization. The results of this study can inform English instructors and practitioners.]

scholarly journals KAJIAN HEGEMONI DALAM BERTINDAK TUTUR GURU PADA PEMBELAJARAN BAHASA INDONESIA DI SMP NEGERI 1 PANGKEP KABUPATEN PANGKEP

2016 ◽  
Vol 1 (2) ◽  
pp. 85
Author(s):  
SUPRIANI IDRIS
Keyword(s):  
Speech Acts ◽  
Data Flow ◽  
Speech Act ◽  
Flow Analysis ◽  
Research Approach ◽  
Data Flow Analysis ◽  
Field Notes ◽  
Data Source ◽  
High Level ◽  
Bahasa Indonesia

AbstractHegemony is an embodiment of the power of the teacher as a managerial class emphasizes the bourgeois form of expression and like always indoctrinate students in several ways the application, run mechanism to maintain, and develop themselves through obedience to the students so that an attempt was made to influence and shape the minds of students.  In this study the function of hegemony representasidan described in learning Indonesian teacher at SMP Negeri 1 Bungoro Pangkep. This study used a qualitative research approach. The research data recorde of the speech act hegemony in learning Indonesian teacher at SMP Negeri 1 Bungoro Pangkep and field notes. The Sources of data were Indonesian teacher at SMP Negeri 1 Bungoro Pangkep. Thus, the data source of this research was all the Indonesian teacher who was still active in teaching. Technic of data collection were observation and recording. Analisis the data flow analysis performed by embracing the concept of data flow model of Miles and Huberman. The results showed that the hegemony of the acting teacher speaking on learning Indonesian in SMP Negeri 1 Bungoro Pangkep represented in the follow-directive, assertive, and expressive. Representation hegemony in the follow-directive, the teacher as authority in the classroom using five types of directives, ie commands, requests, prohibitions, persilaan, questions, and rejection. The use of the speech act has a high level of restriction that tend to represent the dominating power. Hegemony in the follow-assertive representation, the teacher as authority in the classroom using three types of follow-assertive, that is asserted, indicating, mempertahankan. Using assertive showed the nature of the dominating power of the students. Follow-expressive anger represented in the form of teachers who also have high levels of restriction that is dominating. Hegemonic function of speech acts on learning Indonesian teacher at SMP Negeri 1 Bungoro Pangkep represented in the commission of preventive and corrective. Associated with preventive measures, hegemony functioned to prevent violations of the rules in learning. As corrective action, hegemony functioned to improve student actions, behavior of students in learning, and how students working in the task. Key Words: Hegemony, speech acts, and learning  AbstrakHegemoni adalah suatu perwujudan kekuasaan guru sebagai manajerial kelas yang menekankan pada bentuk ekspresi dan layaknya borjuis yang selalu mendoktrin siswa melalui beberapa cara penerapan, mekanisme yang dijalankan untuk mempertahankan, dan mengembangkan diri melalui kepatuhan para siswa sehingga upaya itu berhasil memengaruhi dan membentuk alam pikiran siswa. Dalam penelitian ini dideskripsikan representasidan fungsi hegemoni dalam bertindak tutur guru pada pembelajaran bahasa Indonesia di SMP Negeri 1 Bungoro Kabupaten Pangkep. Penelitian ini menggunakan pendekatan penelitian kualitatif. Data penelitian ini berupa rekaman tentang hegemoni dalam bertindak tutur guru pada pembelajaran bahasa Indonesia di SMP Negeri 1 Bungoro Kabupaten Pangkep dan catatan lapangan. Sumber data, yaitu  guru bahasa Indonesia di SMP Negeri 1 Bungoro Kabupaten Pangkep.  Jadi,  sumber data penelitian ini adalah semua guru bahasa Indonesia yang masih aktif dalam mengajar. Teknik pengupulan data yaitu observasi dan perekaman.Analisis data  dilakukan dengan menganut alur analisis data model alir konsep Miles dan Huberman. Hasil penelitian menunjukkan bahwa hegemoni dalam bertindak tutur guru pada pembelajaran bahasa Indonesia di SMP Negeri 1 Bungoro Kabupaten Pangkep direpresentasikan dalam tindak direktif, asertif, dan ekspresif. Representasi hegemoni dalam tindak direktif, guru sebagai pemegang kekuasaan di kelas menggunakan lima jenis direktif, yaitu perintah, permintaan, larangan, persilaan, pertanyaan, dan penolakan. Penggunaan tindak tutur tersebut mempunyai kadar retriksi tinggi sehingga cenderung merepresentasikan kekuasaan yang dominatif. Representasi hegemoni dalam tindak asertif, guru sebagai pemegang kekuasaan di kelas menggunakan tiga jenis tindak asertif, yaitu menegaskan, menunjukkan, mempertahankan.Penggunaan tindak asertif ini menunjukkan sifat kekuasaan yang dominatif terhadap siswa. Tindak ekspresif direpresentasikan dalam bentuk kemarahan guru yang juga memiliki kadar retriksi yang tinggi sehingga bersifat dominatif. Fungsi hegemoni tindak tutur guru pada pembelajaran bahasa Indonesia di SMP Negeri 1 Bungoro Kabupaten Pangkep direpresentasikan dalam tindak preventif dan korektif. Terkait dengan tindakan preventif, hegemoni difungsikan untuk mencegah pelanggaran aturan dalam pembelajaran. Adapun tindakan korektif, hegemoni difungsikan untuk memperbaiki tindakan siswa, perilaku siswa dalam belajar, dan cara kerja siswa di dalam mengerjakan tugas. Key Words:Hegemoni, tindak tutur, dan pembelajaran

scholarly journals Speech Acts Proficiency of Junior High School English Teachers

EDULANGUE ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 97-142
Author(s):  
Kamarudin Kamarudin ◽  
Lume Lume
Keyword(s):  
High School ◽  
Junior High School ◽  
Speech Acts ◽  
Speech Act ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Junior High School Teachers ◽  
Spoken English ◽  
High Level

Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.

scholarly journals The Impact of Different Output-based Task Repetition Conditions on Producing Speech Acts among Iranian Advanced EFL Learners

2019 ◽  
Vol 9 (12) ◽  
pp. 1541 ◽  
Author(s):  
Parisa Etemadfar ◽  
Ehsan Namaziandost ◽  
Reza Banari
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Task Repetition ◽  
Data Input ◽  
Efl Learners ◽  
Efl Students ◽  
Awareness Raising ◽  
Group 2 ◽  
The Impact

This examination inspected the effects of different output-based task reiteration conditions with respect to producing EFL students' speech acts. Three groups were incorporated into this investigation: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups occupied with the reiteration of output generation tasks. However, before the second execution of the task, the ETR, ITR, NTR groups received input combined with metapragmatic data, input combined with an awareness raising task, and no information separately. The outcomes demonstrated students' exhibition was factually huge from the pretest to the posttest in the ETR and ITR groups, however not in the NTR group. Besides, the analysis of contrasts over the groups in the posttest uncovered the predominance of the ETR over the ITR and NTR groups. The discoveries suggest that output-based task repetition with input can advance EFL students' speech act production.

scholarly journals Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

2018 ◽  
Vol 11 (4) ◽  
pp. 1 ◽  
Author(s):  
Suttawan Sriwantaneeyakul
Keyword(s):  
Error Analysis ◽  
English Translation ◽  
Reading Skill ◽  
Critical Reading ◽  
Low Level ◽  
Translation Error ◽  
Significant Difference ◽  
English Major ◽  
Thai English ◽  
High Level

Translation ability requires many language skills to produce an accurate and complete text; however, one important skill, critical reading in the research, has been neglected. This research, therefore, employed the explanatory sequential mixed method to investigate the differences in Thai-English translation ability between students with a high level of critical reading skill and students with a low level of critical reading skill, and to examine the relationship between translation ability and critical reading skill. Moreover, translation error analysis, with four main aspects, pragmatic, syntactic, semantic, and miscellaneous errors, was also conducted to explore the dominant translation errors committed by both groups of students. To this end, the participants of the study were 60 English major students from a Thai university. The results of the study showed that there was a significant difference in Thai-English translation ability between the students with a high level of critical reading skill and the students with a low level of critical reading skill, and a significant correlation between translation ability and critical reading skill. In the translation error analysis, the semantic aspect, particularly the wrong use of words, was found to be the most frequent error committed by both groups of students.

scholarly journals Speech Act Theory as an Evaluation Tool for Human–Agent Communication

Algorithms ◽  
2019 ◽  
Vol 12 (4) ◽  
pp. 79 ◽  
Author(s):  
Nader Hanna ◽  
Deborah Richards
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Speech Act Theory ◽  
Evaluation Tool ◽  
Human Agent ◽  
Agent Collaboration ◽  
Human Perceptions ◽  
High Level ◽  
Task Oriented ◽  
The Impact

Effective communication in task-oriented situations requires high-level interactions. For human–agent collaboration, tasks need to be coordinated in a way that ensures mutual understanding. Speech Act Theory (SAT) aims to understand how utterances can be used to achieve actions. SAT consists of three components: locutionary act, illocutionary act, and perlocutionary act. This paper evaluates the agent’s verbal communication while collaborating with humans. SAT was used to anatomize the structure of the agent’s speech acts (locutionary acts), the agent’s intention behind the speech acts (illocutionary acts), and the effects on the human’s mental state (perlocutionary acts). Moreover, this paper studies the impact of human perceptions of the agent’s speech acts on the perception of collaborative performance with the agent.

THEORY OF SPEECH ACTS AND COMMUNICATIVE COMPETENCES: PRAGMATIC ANALYSIS OF THE ILLOCUTIVE ACT “EXPRESSION OF REFUSALS”

2020 ◽  
Vol 5 (3) ◽  
pp. 77-81
Author(s):  
Sayyora Azimova ◽  
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Speech Act ◽  
Pragmatic Analysis ◽  
Pragmatic Interpretation

This article is devoted to the pragmatic interpretation of the illocutionary action of the speech act “expression of refusals”. The article discusses different ways of reflecting cases of denial. This article was written not only for English language professionals, but also for use in aggressive conflicts and their pragmatic resolution, which naturally occur in the process of communication in all other languages

THEORY OF SPEECH ACTS AND COMMUNICATIVE COMPETENCES: PRAGMATIC ANALYSIS OF THE ILLOCUTIVE ACT “EXPRESSION OF REFUSALS”

2020 ◽  
Vol 6 (3) ◽  
pp. 227-231
Author(s):  
Sayyora Azimova ◽  
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Speech Act ◽  
Pragmatic Analysis ◽  
Pragmatic Interpretation

This article is devoted to the pragmatic interpretation of the illocutionary action of the speech act“expression of refusals”. The article discusses different ways of reflecting cases of denial. This article was written not only for English language professionals, but also for use in aggressive conflicts and their pragmatic resolution, which naturally occur in the process of communication in all other languages

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