10. Teaching speech acts in a second language

Gerstenberg, Annette

doi:10.1515/9783110431056-010

Cited by 8 publications

(3 citation statements)

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“…The criticism delivered in an indirect manner is considered a repair technique or face-saving technique, which is manifested through the substrategy 'correction.' This approach allows the hearer to take corrective action on her or his own (Martínez-Flor & Usó-Juan, 2020;Tereszkiewicz, 2021). These findings are corroborated by Decock and Depraetere (2018), Gisladottir et al (2018), andPeng (2020), who reported stated that indirect criticism can mitigate the face-threatening act to the speech partner and minimize potential harm to his/her self-esteem.…”

Section: 'Correction' Strategymentioning

confidence: 64%

“…The situation described in the Minangkabau data in example ( 22) involves Adil and his friends (speaker) criticizing the grandfather (the speech partner) for making them wait for a long time for a meeting, despite having agreed on the meeting time earlier. Here, the speaker attempts to save the negative face of the speech partner by mitigating the harm of the utterance on the interlocutor's face (Jdetawy & Hamzah, 2021;Martínez-Flor & Usó-Juan, 2020). The use of the negative politeness strategy also aims to the speech partner's face by acknowledging the challenges experienced by speakers (Pang et al, 2019;Venkataramanan & Rajamohan, 2019).…”

Section: 'Negative Politeness Strategy'mentioning

confidence: 99%

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The politeness of criticism speech acts in Japanese and Minangkabau films

Haristiani,

Septiana,

Nor

et al. 2023

Indonesian J. Appl. Linguist.

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Criticism tends to be a face-threatening speech act that can endanger social relationships if not managed using appropriate strategies, especially in the intercultural context. This study aims to compare and contrast the politeness of criticism speech acts used in Japanese and Minangkabau languages as depicted in film series. The data on criticism speech acts in this study were collected from eleven Japanese film series with a total duration of 538 minutes and eight Minangkabau films with a total duration of 535 minutes. The collected data were formed into a set of data cards, classified based on the criticism speech acts strategies by Nguyen (2005), and analyzed based on Brown and Levinson’s (1987) politeness theory. The data classification in Japanese and Minangkabau was validated through the expert judgment process. The findings indicated that the Japanese and Minangkabau languages employed the same set of criticism speech act strategies but have different tendencies. In Japanese, speakers tend to use indirect strategies as their main criticism speech act strategy by ‘asking/presupposing,’ ‘correction,’ and ‘advice for change.’ Meanwhile, in Minangkabau, speakers tend to use direct strategies by using ‘negative evaluation,’ ‘expression of contradiction,’ and ‘disagreement’ strategies. Regarding the politeness strategy, off-record politeness strategies are more dominantly used among Japanese speakers. In contrast, Minangkabau speakers use bald on-record politeness strategies in criticism speech acts, reflecting their communication culture. The findings of this study provide a deeper understanding of criticism speech act and politeness strategies. The study is expected to contribute to the area of research on intercultural communication and Sociolinguistics.

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Section: 'Correction' Strategymentioning

confidence: 64%

Section: 'Negative Politeness Strategy'mentioning

confidence: 99%

The politeness of criticism speech acts in Japanese and Minangkabau films

Haristiani,

Septiana,

Nor

et al. 2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

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“…Furthermore, teaching language functions and speech acts to EFL learners proved effective in enhancing EFL learners' inter-language pragmatics. ( Bardovi-Harlig, 2001;Halenko & Jones, 2011;Hmouri, 2021;Kasper, 2001;Malmir, 2021;Malmir & Derakhshan, 2020;Martínez-Flor & Usó-Juan, 2020;Olshtain & Cohen, 1990;Soler & Pitarch, 2010;Wattananukij & Pongpairoj, 2020).…”

Section: Introductionmentioning

confidence: 99%

Investigating teachers’ perceptions and instructional practices regarding form- focused instruction of speech acts in the Iranian EFL context

Shahi

Gharagozloo

Raissi

2022

Indonesian J. Appl. Linguist.

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Mastery over speech acts plays a significant role in the accomplishment of communication between interlocutors. Thus, the present study aimed to investigate Iranian EFL Instructors' perception and instructional practices towards form-focused instruction of speech acts, specifically request apology and invitation. To this aim, through a sequential explanatory mixed-methods design, the present researchers selected 30 English language instructors in Islamic Azad University (IAU) of North Tehran Branch based on criterion sampling as the study participants. All the participants completed an adapted version of Pragmatic Knowledge Questionnaire (PKQ), and were successively interviewed in terms of their claimed perceptions and practices regarding form-focused instruction of speech acts through a semi-structured interview. Finally, six classes were observed by the researchers to get informed of their real classroom practices. The results of data analyses were then triangulated, and the findings revealed that Iranian EFL instructors used explicit strategies rather than implicit strategies to instruct speech acts in their classes. Also, they presumed and agreed that explicit instruction is more effective since this technique seems to be easier, understandable and without ambiguity for the learners. The results of the current study are beneficial for EFL instructors, syllabus designers, materials developers, and scholastic administrators to enrich the current English language teaching curricula.

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Classroom Research on Pragmatics

Flor¹,

Hernández²

2023

The Encyclopedia of Applied Linguistics

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Pragmatic competence involves the ability to produce and comprehend meaning and intentions in an appropriate way, given a particular social and cultural context. Dealing with pragmatic competence in the classroom context is a complex phenomenon since attention needs to be paid to how language, language users, and context of interaction interplay. Classroom organization is therefore essential in terms of what kind of input, opportunities for communicative practice, and provision of feedback are offered for learners to develop their pragmatic competence. This entry offers an overview of the research conducted in classroom contexts in three main areas: (a) opportunities for pragmatic development available in different classroom contexts, (b) types of classroom‐based research conducted on pragmatics, and (c) data collection methods employed to gather pragmatic‐related information in the classroom.

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10. Teaching speech acts in a second language

Cited by 8 publications

References 0 publications

The politeness of criticism speech acts in Japanese and Minangkabau films

The politeness of criticism speech acts in Japanese and Minangkabau films

Investigating teachers’ perceptions and instructional practices regarding form- focused instruction of speech acts in the Iranian EFL context

Classroom Research on Pragmatics

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