Speech Act Theory and Application in the Efl Classroom.

Essay Mahly J. Martinez (2008) SPEECH ACT THEORY AND APPLICATION IN THE EFL CLASSROOM. †¢ Introduction ( Recent interest in teaching speech act theory (beyond the form) (Garcia, M, 2000) †¢ Communicative competence Theory (Sassan, B 2007) †¢ Speech Act Theory (Overview) (Austin 1962 – Searle, 1965, Yule 1991) †¢ Indirect and Direct Acts (Sassan, B. 2007) †¢ Practical Activities for Applying the speech act theory in the EFL Classroom (Fujimori, 2004) †¢ Pedagogical implications (Garcia, M. 2000, Vez, J. 2001 and Sassan, B, 2007) In the process of communication, we usually think that everything we say or write is exactly what we mean, but this is not completely true. In any language, people tend not to speak in a literal way all the†¦show more content†¦The communicative competence theory was the first attempt to see language as it is, a medium of communication, a vehicle of thoughts. The communicative competence establishes that speakers should know not only the grammatical rules of the language but the social, discursive and strategic aspects implied in it. The first practical model of the communicative competence was proposed by Canale and Swain (1983). These authors stated that speakers of any language should develop competencies of four kinds: grammatical, sociolinguistic, discursive and strategic. Grammatical Competence is defined by Canale and Swain (1983) as the ability of the speaker to produce and understand correct, syntactic, lexical and phonological forms of a language. It embraces knowing all the features and rules of a language such as sounds, word formation, sentence formation, pronunciation, etc. On the other hand, the sociolinguistic competence addresses the appropriateness of what we say in different contexts. Also, it is important to develop the Discourse competence that is the ability to understand an individual message and how its meaning is represented in relation to the entire text and discourse. Finally, Strategic Competence: the ability to transmit information in an effective way to a listener or reader,Show MoreRelatedThe Capstone Product ( Found As An Attachment1671 Words   |  7 Pageswere ESL and EFL adult students. However, the first implementation of this capstone, was to deliver the capstone to faculty. Additionally, student goals and objec tives were identified (Celce-Murcia, 2001). According to Italiano and Rounds (1993), there are three basic premises for an ESL project: †¢ Initially, language proficiency needed to occur as a whole and naturally through practical language used in authentic situations (Italiano Rounds, 1993). This would occur in the ESL classroom and eventuallyRead MoreTeaching Second / Foreign Language From Contractive Analysis Point Of View And Discusses How It Helps Develop Learners5957 Words   |  24 Pagesof pragmatics in language use and how it can change meaning in a given context is also discussed. To make use of code-switching, different models and taxonomies related to it are reviewed based on which beneficial teaching techniques and useful classroom activities are suggested. In this study the researcher provides a theoretical guideline based on which teachers can use codeswitching as a useful technique to help students have a sound understanding of the target language pragmatics. At the endRead MoreThe Benefit of Code Switching14750 Words   |  59 PagesChapter 1 Introduction Code-switching, which may be defined as the alternation between two or more languages in a speaker’s speech, occurs naturally in the scheme of bilingualism. Studies have reported that code-switching often happened subconsciously; ‘people may not be aware that they have switched, or be able to report, following a conversation, which code they used for a particular topic’ (Wardaugh, 1998, p. 103). However, although bilingual speakers claim that code-switching is an unconsciousRead MoreThe Method Of Second Language Acquisition1754 Words   |  8 PagesBialystok’s model consists of four learning strategies, which are formal practicing, functional practicing, inferencing and monitoring ((O’ Malley, J. M., Chamot, 1990). In this theory, formal practicing refers to the practice of the rules of language. And functional practicing refers to engaging in the social interaction and the application of the language in life. She argues that language learners can acquire implicit and explicit linguistic knowledge through formal or functional practicing of the languageRead MoreEssay on The Analysis of Classroom Discourse2779 Words   |  12 Pages1. BACKGROUND The analysis of classroom discourse is of value to teachers wanting to understand the dynamics of classroom communication, to discover â€Å"whether there is a proper equilibrium or an imbalance between real communication and teacher talk.† (McCarthy 1991). During my MS coursework, we learned about Sinclair and Coulthard’s conversation analysis model which struck me as a very useful tool to analyze classroom discourse. The three-tier model is particularly helpful in gauging the progressRead MoreTotal Physical Response in Second Language Learning4112 Words   |  17 PagesTeaching Methodologies ....................................................... 3 2. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 3 3. Background of the TPR Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦ 3 4. Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 5 4.1. Theory of Language †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 4.2. Theory of Learning †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 5. Why TPR Works? Brain Lateralization †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 6. Goals of TPR Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 7. Strengths of TPR Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 8. TPR Approach Vs. ComprehensiveRead MoreSyllabus Designing - Review of Literature5836 Words   |  24 Pagesobtain from the instructional English program. 1. The Difference between ESP and EGP The question of the difference between ESP and EGP has been addressed in the literature in terms of theory and practice. Hutchinson and Waters (1987) state that there is no difference between the two in theory; however, there is a great deal of difference in practice. ESP differs from EGP in the sense that the words and sentences learned and the subject matter discussed are all relevant to a particularRead MoreCommunicative Language Teaching15330 Words   |  62 Pages2006 Printed in the United States of America isbn-13 978-0-521-92512-9 paperback Book layout services: Page Designs International Table of Contents Introduction 1 2 1 2 3 4 5 6 What Is Communicative Language Teaching? The Background to CLT 6 Classroom Activities in Communicative Language Teaching Current Trends in Communicative Language Teaching 22 14 Process-Based CLT Approaches – Content-Based Instruction and Task-Based Instruction 27 Product-Based CLT Approaches – Text-Based Instruction andRead MoreThe Importance of Teaching Culture in the Foreign Language Classroom9379 Words   |  38 PagesThe Importance Of Teaching Culture In The Foreign Language Classroom Radical Pedagogy (2001) ISSN: 1524-6345 The Importance Of Teaching Culture In The Foreign Language Classroom Language And Culture: What IS Culture And Why Should IT BE Taught? In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shapingRead MoreA Research Study On Linguistics7646 Words   |  31 Pageseffect of power and language in the ESL Classroom. Teachers have been identified as the main figures in the process of learning. Their impact is fundamental towards the progress of students. For the achievement of desired outcomes in order to teach English, teachers should show awareness towards and adhering towards specific essentials. There is also a need for taking into accountability regarding critical factors like atmosphere of classroom, management of classroom, passion, patience and tolerance.