A Critical Analysis of Speech Acts and Language Functions in Top Notch Series

Kohandani, Mohammadreza; Farzaneh, Nima; Kazemi, Mahmood

doi:10.1016/j.sbspro.2014.03.511

Cited by 6 publications

(9 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…promising, threatening, vowing, were not as frequent as others. Consequently, the result is also similar to the study of Kohandani, Farzaneh, and Kazemi (2014) that there is no imaginative function in Top Notch 1 and the language functions in the conversations were of varied frequencies. In Jakobson's "The Speech Event and the Functions of Language (1995), he explained, "although we distinguish six basic aspects of language, we could, however, hardly find verbal messages that would fulfill only one function."…”

Section: Discussionsupporting

confidence: 85%

A Communicative Analysis of Language Functions in the Chinese as a Foreign Language (CFL) Textbooks: The Case of Happy Chinese

Adil¹,

Policarpio²,

Pamintuan³

2020

ujer

View full text Add to dashboard Cite

This study focused on analyzing the utterances in each dialogue embedded in the Chinese as Foreign Language (CFL) textbooks entitled "Happy Chinese." These books are used in Philippine public high schools under the Special Program for Foreign Language-Mandarin. This study utilized the mixed-methods research design and Jakobson's communicative language function model in the analysis and interpretation of quantitative and qualitative data. The results showed that language functions are not equally and fairly distributed in every textbook. The results of this study revealed that in Textbooks 1 and 2, the most observed language function is referential, while in Textbook 3, the most observed language function is phatic. It is observed in all three textbooks that metalinguistic and poetic functions are less frequent. Thus, these textbooks in terms of their communicative ability do not provide comprehensive support for all the six (6) language functions. Hence, the study recommends textbook developers to consider communicative language function as mean to evaluate CFL and other foreign language learning textbooks. Lastly, the results of this study will provide valuable input to the Department of Education, the Philippines in enhancing and improving the instructional materials being used in the implementation of Chinese Mandarin as a foreign language program.

show abstract

Section: Discussionsupporting

confidence: 85%

A Communicative Analysis of Language Functions in the Chinese as a Foreign Language (CFL) Textbooks: The Case of Happy Chinese

Adil¹,

Policarpio²,

Pamintuan³

2020

ujer

View full text Add to dashboard Cite

show abstract

“…Previous studies employed in this paper are those conducted by Boxer & Pickering (1995), Vallenga (2004), Nguyen (2011), Soozandehfar (2011), Kohandani, Farzaneh, & Kazemi (2014), and Nurdiana (2018).…”

Section: Methodsmentioning

confidence: 99%

“…Another study conducted by Vallenga (2004) shows that the English as a Second Language (ESL) and EFL textbooks she analysed contained inadequate pragmatic competence so that learners are unlikely to acquire the competence. Some other studies reported that textbooks did not include accurate and adequate pragmatic information (Nguyen, 2011;Kohandani, Farzaneh & Kazemi, 2014) and the conversations in the textbooks analysed are pragmatically ineffective and are not functional (Soozandehfar, 2011).…”

Section: Beingmentioning

confidence: 99%

See 1 more Smart Citation

Understanding Pragmatics and Pragmatic Competence in ELT Materials

Nurdiana

2019

JELC

View full text Add to dashboard Cite

Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. With regard to English language teaching (ELT) materials, pragmatics may deal with function in English or language functions—that is what or which language expression commonly used in particular situations. Speaking about function, there are some pragmatic aspects which we should be knowledgeable of. The present paper attempts to discuss what the pragmatic aspects are and their significance in the teaching of language functions through ELT materials. To discuss these pragmatic aspects, a library research was deployed by referring to previous studies on pragmatics and pragmatic competence in language teaching, including the author’s investigation on pragmatics in ELT materials. The results indicate that it is imperative for English language teachers to understand pragmatics in ELT materials as it helps them to teach language functions which are pragmatically effective or functional.Keywords: language functions, sociopragmatics, pragmalinguistics, meta-pragmatic information, ELT materials

show abstract

“…The studies found that conversation in the textbooks evaluated are not pragmatically appropriate, efficacious and functional (Koosha & Dastjerdi, 2011;Soozandehfar & Sahrgard, 2011;Kohandani, et al, 2014 andEkin, 2013), quantity and quality of pragmatic information in the books is inadequate as a source to gain pragmatic competence (Wichien and Aksornjarung, 2011;Aksoyalp & Toprak, 2014;Alemi, et al, 2013;Diepenbroek, & Derwing, 2013), course books do not provide their learners with different strategies that requests, refusals or complaint require (Delen and Tavil, 2010), there is a dearth of pragmatic information contained in the textbooks and the variety of pragmatic information is limited and most of the…”

Section: Introductionmentioning

confidence: 99%

The Pragmatics of Greetings Reflected in the Textbooks for Teaching English as a Foreign Language in Indonesia

Inawati¹

2016

ADJES

View full text Add to dashboard Cite

This article reports on the finding of a study which aims to analyze the pragmatic content of nine school textbooks intended for use in Indonesian secondary schools. Specifically, the article examines how greetings are linguistically presented in the textbooks and whether adequate metapragmatic information is provided to facilitate the learning of the greetings. The analysis shows that less various types of greetings are presented in the textbook and meta-pragmatic information is limited. It is suggested for teacher and textbooks writers to reconsider the types of instructional materials that can most effectively prepare learners for communication in a wider and more diverse world.

show abstract

A Critical Analysis of Speech Acts and Language Functions in Top Notch Series

Cited by 6 publications

References 3 publications

A Communicative Analysis of Language Functions in the Chinese as a Foreign Language (CFL) Textbooks: The Case of Happy Chinese

A Communicative Analysis of Language Functions in the Chinese as a Foreign Language (CFL) Textbooks: The Case of Happy Chinese

Understanding Pragmatics and Pragmatic Competence in ELT Materials

The Pragmatics of Greetings Reflected in the Textbooks for Teaching English as a Foreign Language in Indonesia

Contact Info

Product

Resources

About