Expanding Searle’s analysis of interrogative speech acts: A systematic classification based on preparatory conditions

Abstract

<jats:p>In John Searle’s original taxonomy of types of illocutionary acts (Searle 1969) he points out that some kinds of illocutionary acts are special cases of other kinds, giving the example that questions are in fact special cases of requests. In that way, a ‘real question’ is a request for information that the sender does not already possess, whereas an ‘exam question’ is a request for information that the sender has already access to. This paper takes this rudimentary analysis some steps further and attempts a taxonomy of interrogative speech acts based on sets of more specific preparatory conditions such as sender expects / does not expect reply and sender has access to / does not have access to the requested information. The paper will show that a system of these sets of preparatory conditions can generate illocutionary definitions of a range of different types of interrogative speech acts.</jats:p>

Deconstructing Questions: Reanalyzing a heterogenous class of speech acts via commitment and engagement

“…We develop our argument as follows: We begin by discussing the form and function of a range of phenomena in English which are associated with the linguistic notion of questionhood (see Nielsen (2020, this issue for an overview of the phenomena associated with questionhood). We also provide a brief overview of the standard approach to model the mapping of their forms onto their functions.…”

Understanding Pragmatics as a Way to Practice Natural Communication Skills in Various Contexts of Interactions

“…This indicates that in the process of learning, students will understand what the teacher communicates to them if the students and the teacher are in the same context situation (Zubkov, 2020) The teacher's main reference in the learning process is attributive to what is called speech acts based on the intention of the speaker (the teacher) when speaking (teaching in class) (Haghighi et al, 2019). The teacher is required to make Searle's opinion, as cited in (Nielsen, 2020), during the process of learning because it is the main reference for the teacher: (a) expressive: to express feelings and attitudes regarding the state of the relationship; (b) commissive: to state that the teacher will do something; (c) directive: to make the speaker (teacher) do something; (d) representative: to tell students about something; (b) commissive: to state that the teacher will do something; (c) directive: to make the speaker (teacher) do something; (e) declarative: to describe changes in a relationship state. The teacher in acting speech makes an effort to ensure that the concepts he teaches to his students can Leffi Noviyenty, Khairul Anwar / Understanding Pragmatics as a way to practice natural communication skills in various contexts of interactions be grasped easily in order for the class to be successful.…”