Pragmatic Forces in the Speech Acts of EFL Speakers at "Kampung Inggris", Indonesia

Autor/inn/en	Mukhroji, Muhamd; Nurkamto, Joko; Subroto, H. D. Edi; Tarjana, Sri Samiati
Titel	Pragmatic Forces in the Speech Acts of EFL Speakers at "Kampung Inggris", Indonesia
Quelle	In: Journal of Social Studies Education Research, 10 (2019) 1, S.38-60 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Pragmatics; Speech Acts; Linguistic Theory; English (Second Language); Second Language Learning; Second Language Instruction; Advanced Students; Language Proficiency; Classroom Environment; Dining Facilities; Camps; Religion; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Pragmalinguistik; Sprechakt; Linguistische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fortgeschrittener; Language skill; Language skills; Sprachkompetenz; Klassenklima; Unterrichtsklima; Mensa; Ausland; Indonesien
Abstract	This study examines the kinds of speech acts that are performed by EFL learners at "Kampung Inggris", Kediri, Indonesia and the reasons behind them. The Speech Act Theory put forward by Austin (1962) and Searle (1969) emphasizes locutionary acts, where five categories of speech acts (i.e. directive, expressive, declarative, assertive, and commissive) are the focus of investigation. This study selected 75 students and 12 teachers for its sample. Advanced-level proficiency students were observed in four settings: a classroom, a café, in the temple, and an English base camp. The results show how pragmatic forces manifest in directives (e.g. commands, requests, advice) at 35.3%, expressives (e.g. greetings, thanks, and congratulations) at 25.9%, declaratives (e.g. baptising someone, pronouncing someone guilty) at 13.9%, assertives (e.g. statements, explanations) at 12.9%, and commissives (e.g. promises, threats, and agreements) at 12%. The problems students experienced with speech acts concerned the modeling of speech acts, a lack of competence with performing various speech acts, poor strategies for selecting and using a certain speech act, and less exposure to, and awareness of, using pragmatic competence. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01