Speech Acts in EFL Classrooms

International Journal of Education, 2017

The inappropriate use of speech act in EFL classroom may lead to misunderstanding due to the distinct cultures between the origin of language and the users. The purposes of the research are to find out speech act classification mostly used by an EFL teacher while teaching, the reason of why certain classification was preferred and the implication of the selected speech act classification toward the teaching and learning process. This research is a case study research involving an English teacher teaching an EFL class. The study uses Searle’s taxonomy of speech act classification as the instrument. The findings of the research show the frequency of each classification found as the following: 70% for directives, 21% for representative, 6% for expressive and 3% for commissive. Directive speech acts are used mostly by the teacher because the teacher adopts the principle of Communicative Language Teaching. The use of directive speech act apparently make implication towards the improvemen...

International Journal of Multicultural and Multireligious Understanding, 2021

The purpose of this research was to identify the types of speech acts performed by EFL teachers in classroom interaction at SMAN 2 Mataram in Academic Year 2021/2022 on the basis of Searle’s theory of speech acts and to identify the most dominant kind of speech act. This research was the descriptive-qualitative approach. More specifically this research was classified as a case study. The object of this study was the utterances uttered by the EFL teacher of SMAN 2 Mataram during the teaching and learning process. The data were in the form of words, phrases, and utterances employed by the teacher. The researcher played the role of the primary instrument in which she was involved in all of the processes of this research starting from the research design until the data report. The data were obtained through conducting observations accompanied by an audio-video recording. The data were, then, transcribed into the written form, selected to fit the objectives of the study, recorded into th...

In classroom interaction, especially in teaching and learning English especially as foreign Language. linguistically, there is a term namely speech act which is influential in daily conversation especially in teaching and learning language. in this paper, the writer is trying to analyze and argue about the implication of speech act in teaching and learning English as foreign language

2020

Classroom interaction during teaching and learning process is essential to perform effective learning to gain a successful teaching and learning process. It is important to find out the types of speech acts uttered by the teachers since their speech acts will contribute to their classroom practices in teaching. This study is aimed to investigate teachers‘ speech acts used for teaching English in EFL classroom and its implication in a classroom context. The subject of this study was English teachers of seventh-grade students in a Junior High School with adequate experiences of teaching EFL. The method of the study was descriptive qualitative by observing to collect data. Three cyclical steps were used to analyze the data: data reduction, data display and conclusion drawing or verification. The findings showed that there were four speech acts used by the teacher namely assertive, directives, expressives, and commissives. Directives speech acts became the most largely used ones because...

Ideas: Journal on English Language and Learning, Linguistics and Literature, 2023

Misunderstanding in communication may happen in an EFL classroom due to improper use of speech acts. This research aims to find out and analyze the classification of speech acts and the function performed by a pre-service English teacher at SMAN 7 Malang. This implies a qualitative descriptive study, looking at the pre-service English teacher's talk in an EFL classroom. The present study focuses on the classification of speech acts employed by Searle. The finding of this study indicates four speech act types uttered by the teacher. It consists of 41 representatives out of 185 utterances, 120 utterances of directive type, 7 utterances of commissive, and 17 utterances of expressive. Moreover, of all the most function used in each type, the questioning function was used the most with 73 occurrences. To conclude, the results of this study show that directive type dominates the data with 64.9% out of the utterances, followed by representatives at 22.2%, expressive at 9.2%, and commissive at 3.8%.

EDUVELOP, 2020

The research problems of this research is what are the types and functions of speech acts that appear in discussion activities on speaking learning of 3rd semester students of Polytechnic ATI Makassar. The methods in this research is a descriptive qualitative method. The subject of this research is the 3rd semester Politechnic ATI Makassar students in class discussion activities. The results of the study can be described as follows. There are several types of speech acts found. Based on the action objectives of the speaker's perspective, Locutionary act, Illocution act, and perlocutionary act are found. Locutionary speech acts include news, questions and orders. Illocutionary speech acts include assertive, directive, expressive, commissive and declarative illocution

This research aimed to explore the types, the functions, and the forms of speech acts uttered by the students on their EFL classroom communication, and to examine the students' perceptions on the use of speech act in an EFL classroom communication. This research employed descriptive qualitative method. The subjects and the respondents of this research were the students of English Department at the first and the third semester of SembilanBelas November University of Kolaka which were selected through conveniently selected sampling. The data of this research were collected by employing video recording and online survey. The obtained data was analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed five types of speech act uttered by the students in EFL classroom communication namely directive speech act, representative speech act, commisive speech act, declarative speech act, and expressive speech act. Furthermore, each type of the speech acts was uttered in different functions.

Jurnal Penelitian Humaniora

The speech act used in EFL classroom may lead to understanding or misunderstanding due to the distinct cultures between the origin of language and the users. The objective of the research were to find out speech act classification mostly used by an EFL teacher while teaching, the reason of why certain classification was preferred and the implication of the selected speech act classification toward the teaching and learning process. This research was a case study research involving an English teacher teaching an EFL class. The study uses Searle’s framework of speech act classification as the instrument. The findings of the research showed the frequency of each classification found as the following: 57% for assertive, 25 for expressive, 40% for directive, and 1% for commissive. Assertive speech acts were used mostly by the teacher because the teacher gived the students test practice and discussed it later on. The study concluded that the choice of speech acts classification determined...

International Journal of Information and Education Technology, 2015

This study aims at not only describing speech acts but highlights the importance of the teaching of speech acts as well. Recent second language research on speech acts represents a focus on pragmatics, based on the theories of speech acts proposed by Austin and Searle. It has been widely believed and shared in linguistic quarters that there has been very little or no systematic comparison of languages from the point of view of speech acts and rules of speaking. As a result, intercultural miscommunication is often caused by foreign language learners' falling back on their native language sociocultural norms in realizing speech acts in a target language. To make language learners attain pragmatic use of any foreign language requires first theoretical and then practical study of "speech acts". The teaching of "structural, functional and affective" power of the language in actual use through student projects and classroom discussions of both on the structure, the function and the affect may well help learners to become effective communicators. Therefore, the inclusion of the functional and notional aspects of language being taught to the curriculum cannot be an issue to be ignored. The results of this study puts forward the possible sources of sociopragmatic failures of learners and describe the sociopragmatic development of foreign language learners. Therefore, as foreign language teaching and learning is considered to be a global issue throughout the world, the descriptions and teaching implications of this study may shed light over curriculum design and actual language teaching milieus.

Academic Journal Perspective : Education, Language, and Literature

In teaching learning, lecturers teach the students with a good sentence. But there is one of students may not understand what she said although in grammatically is correct, so it will happen miscommunication between lecturer and student. This research concerns in the classroom interaction in Class I,J as the main data of this research because there are many speech acts especially categories of speech act employed by lecturer and students in the interaction related to the context and situation. This research belongs to descriptive qualitative research since it employs the analysis of descriptive and qualitative methods. The type of this research is descriptive qualitative. The participants of this classroom interaction are Mrs. Lutfhi as the lecturer and students from class I,J whereas the 6 men and 27 women. The topic is talking about social problem. In this case the writer analyzes the speech act found in the classroom interaction. The listener of this interaction ought to understa...