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Speech act theory and its application to EFL teaching in China
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Abstract:
In recent years, with the unremitting development of Speech Act Theory, it has gradually emerged asan important topic and has been considered as a basic theory in pragmatics. A speech act as an actionperformed by means of language is an important element of communicative competence and theSpeech Act Theory not only conveys the linguistic rules people share to create the acts, but also leadslanguage learners to use this language tactfully or appropriately. It is believed that to learn a languageis indeed to learn how to communicate in that language. However, evidence shows that many Chineselearners of English fail to achieve the tactful or appropriate use of English in their daily communicationwith native speakers. Thereby, researchers suggest that applying Speech Act Theory in languageteaching has become increasingly imperative (Bardovi-Harlig, 1996; Canale & Swain, 1980; Flor &Juan, 2010; Yalden, 1987). This paper briefly views the Speech Act Theory involving Austins conceptof Speech Act and Searle concept of Speech Act and analyzes other important theories based onSpeech Act Theory. It is suggested applying Speech Act Theory to foreign language teaching andteachers of a foreign language should cultivate a learners linguistic competence as well as pragmaticcompetence
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Keyword:
Early Childhood Education (excl. Maori); Education; Education Systems
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URL: http://ecite.utas.edu.au/77149
http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/issue32-11.html
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Developing motivation in ESL learning in the Chinese context
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