Speech Acts and Literary Theory

Petrey, Sandy

doi:10.4324/9781315537436

Cited by 41 publications

(14 citation statements)

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“…To perform illocutionary act, it is the intention of a subject which is significant. At this level, meaning is determined by the intention of the speaker (Petrey, 2016).…”

Section: Speech Actmentioning

confidence: 99%

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Pourmousavi

Zenouzagh

2020

Asian. J. Second. Foreign. Lang. Educ.

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The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher's group feedback versus individual feedback on Iranian EFL learners' uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students' uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners' uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act.

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“…To perform illocutionary act, it is the intention of a subject which is significant. At this level, meaning is determined by the intention of the speaker (Petrey, 2016).…”

Section: Speech Actmentioning

confidence: 99%

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Pourmousavi

Zenouzagh

2020

Asian. J. Second. Foreign. Lang. Educ.

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“…The disparity of opinions regarding the language influence on culture does not negate the fact that each individual corporate culture has its own rules and regulations of the speech etiquette. We carry out speech activity while communicating, while the society puts forward certain rules for the implementation of different types of speech activity (Petrey, 2016). These rules constitute the concept of speech etiquette or conversational etiquette.…”

Section: Resultsmentioning

confidence: 99%

Cognitive and Discoursive Features of Speech Etiquette in Corporate Communication

Malyuga¹,

Maksimova²,

Ivanova³

2019

IJEL

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Today, the cultural, community-driven and individual-specific facets of speech etiquette are discussed in terms of the functional aspects manifested in various types of communication, including corporate interaction. This article analyzes the main cognitive and discoursive characteristics of the British and American speech etiquette from the perspective of cultural, social and role stereotypes, gives a characteristic of the content structure of speech behavior in corporate communication in three main areas—information, evaluation, motivation—and identifies ways to form these values. In order to achieve this goal, the following tasks are to be solved: (1) to determine the functions of speech formulas and their influence on the speech etiquette of British and American businesspeople, and (2) to identify the most outstanding characteristics in the use of formulas of agreement or disagreement in British and American speech etiquette. The article reveals the conditionality of the choice of speech etiquette formulas in the socio-cultural aspect and argues that speech etiquette in corporate communication is characterized by specialized functions and their clear implementation, which is the key to successful communication. The authors conclude that the change of the communicative setting entails the transformation of the register, therefore, the use of other formulas of speech etiquette. Consequently, the transition from formality to individualization of formulas has appeared in the use of formulas of agreement or disagreement in speech etiquette. So, business partners choose formulas based on the appropriateness and acceptability of use in the current setting with a specific interlocutor.

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“…From a gender standpoint, it was confirmed that speech act literature does not pay heed to the factor of gender (Sharqawi & Anthony, 2019b;Sharqawi & Anthony, 2019c;Moradi, 2017;Coates, 2015). In specific, works conducted on the speech act of suggestion are reported as relatively low (Petrey, 2016;Sharqawi & Anthony, 2019b) when compared to other speech acts. In their systematic review, Sharqawi & Anthony (2019b: 486) state that modern linguistic trends focus majorly on speech acts "involved in everyday argumentative talks called 'dispreferred act' namely 'disagreement' and 'refusal'."…”

Section: Previous Studies On the Speech Act Of Suggestionmentioning

confidence: 98%

Making Suggestions: A Perspective of Perspectives

Sharqawi

Anthony

2020

JESR

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The purpose of this cross-sectional quantitative study is to explore suggestion strategies as employed by gender in the Iraqi EFL context. It is a pragmatic descriptive approach where the speech act of suggestion is dealt with from the aspect of perspective based on a model developed by Li (2010). The study covers 26 males and 47 females who are asked to complete an open-ended WDCT encompassing 12 suggestion-required situations. The gleaned data are descriptively quantified and then statistically analyzed utilizing SPSS version 22 in addition to MS Excel 2016. Findings revealed a gender discrepancy at types of suggestions in which females are found to make more suggestions with hearer dominance and implicit dominance than males, whereas both genders make an almost equal amount of suggestions with speaker dominance, speaker-hearer dominance, and other dominance. Regardless of gender, it is revealed that Iraqi EFL learners tend to produce suggestions with speaker dominance more than other types of suggestions.

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Speech Acts and Literary Theory

Cited by 41 publications

References 0 publications

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Cognitive and Discoursive Features of Speech Etiquette in Corporate Communication

Making Suggestions: A Perspective of Perspectives

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