Introducing Pragmatics in Use

O’Keeffe, Anne; Clancy, Brian; Adolphs, Svenja

doi:10.4324/9780429342950

Cited by 42 publications

(22 citation statements)

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“…In other words, it is the action behind the utterance made by the speaker. Moreover, Austin describes speech act as composed of three kinds of action: locutionary act, illocutionary act, and perlocutionary act (Oishi, 2006;O'Keeffe, Clancy & Adolphs, 2011). Locutionary act refers to the actual utterance produced by the speaker, while illocutionary act is associated with the act the speaker intends to perform by means of making the utterance.…”

Section: Speech Actsmentioning

confidence: 99%

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Cedar

2017

Int. J. Appl. Linguist. Engl. Lit.

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Interlanguage speakers, regardless of proficiency level, often experience problems in communication due to their limited knowledge of how speech acts are commonly performed in the target language. The current study attempted to investigate the effects of English proficiency level on the apology strategy use by Indonesian EFL (English as a Foreign Language) learners from two English proficiency levels. The study employed a DCT (Discourse Completion Task) questionnaire and involved 21 A2 students and 21 B1 students majoring in English in their first-year period from an Indonesian university. Utilizing the apology strategy framework from Olshtain & Cohen (1983) and Blum-Kulka, House & Kasper (1989), the findings demonstrated no significant difference between the two subject groups in the overall use of apology strategies, whereas differences were noted at an individual strategy level. Nonetheless, the B1 group made more frequent use and a wider range of apology strategies than the A2 group. In addition, the study found two forms of pragmatic transfer made by the subjects and a new apology strategy.

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Section: Speech Actsmentioning

confidence: 99%

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Cedar

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…Finally, the results from this study could be illuminating for the growing body of ILP research in a number of ways. First, this study, as a speech actoriented study, could benefit material developers as the materials currently taught have, for the most part, been prepared in the absence of systematic studies, and are often based on the writers' intuition (LoCastro, 2012;O'Keeffe et al, 2011;Olshtain & Cohen, 1991). Consequently, empirical research on speech acts could be illuminating for materials developers.…”

Section: Resultsmentioning

confidence: 99%

Iranian EFL Learners’ Realization of Condolence Speech Act: An Interlanguage Pragmatics Study

Sharif¹,

Yarmohammadi²,

Sadighi³

et al. 2018

Colomb. appl. linguist. j

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This study was an attempt to compare and contrast the realization patterns of condolence speech act in English and Persian and to examine Iranian EFL learners’ realization of this speech act in English. The study was further interested in investigating whether Iranian EFL learners’ realization of condolence speech act is associated with their level of L2 proficiency. To this end, a Discourse Completion Test (DCT) was administered to 82 undergraduate Iranian EFL students in English. The participants were divided into three levels of language proficiency (elementary level, intermediate level, and advanced level) based on their scores on the Oxford Quick Placement Test (OQPT). For baseline comparisons, the EFL learners also received the translated version of the same DCT in Persian, and the English DCT was administered to 20 native speakers (NSs) of American English. The data were analyzed based on Elwood’s (2004) coding scheme. The results revealed that English and Persian NSs and Iranian EFL learners had access to the same condolence strategies, yet they differed in the semantic formulas, content, or forms they adopted to formulize their condolence expressions. In addition, level of L2 proficiency was found to be associated with Iranian EFL learners’ realization of condolence speech act.

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“…To classify something as deictic, it means that the expression derives part of its meaning from the context. (Deictics allow the interlocutor to point something in the context then enabling them to orientate themselves in a variety of ways which can be personally, spatially and temporally (O'Keeffe et al, 2011).…”

Section: P a G E | 113mentioning

confidence: 99%

Analysis of Deixis in the Subtitle Movie of “First Kiss”

Fitria

2020

LET

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The objective of this research is to analyze the type and its examples of deixis found in the subtitle movie of “First Kiss”. This research method of this method is qualitative methodology. In data collection, the research use document analysis in this research. The result of this research shows that three types of deixis found in the subtitle movie of “First Kiss” movie such as a person, time, and place deixis. In-person deixis, the deictic expressions are the personal pronoun “I” as a singular subject pronoun, ‘Me” as singular object pronoun, “My” as a possessive adjective, “We” as a plural subject pronoun, “Us” as object pronoun, “Our” as a possessive adjective. In the second person, they are “You” as a subject and object pronoun, and “Your” as an object pronoun. The third person “He” as a subject pronoun, “Him” as object pronoun, and “His” as a possessive adjective, ‘She” as a subject pronoun, “Her” as object pronoun and as possessive adjective, “It” as subject and object pronoun. In space/spatial/place deixis, the deictic expressions are “here” and “there”. While in the temporal/time deixis, the deictic expressions are “now” and “tomorrow”.

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Introducing Pragmatics in Use

Cited by 42 publications

References 0 publications

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Apology Strategies Used by EFL Undergraduate Students in Indonesia

Iranian EFL Learners’ Realization of Condolence Speech Act: An Interlanguage Pragmatics Study

Analysis of Deixis in the Subtitle Movie of “First Kiss”

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