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A Critical Reflection
The entire concept of Speech Act Theory as introduced by Austin (1962) and
not only describes a situation or states some facts, but also performs a certain kind of
as merely propositions that can either be true or false depending on the underlying truth
conditions. However, this theory posits that utterances are actions in themselves, able
to perform functions such as praising, naming, commanding, and a lot more. It therefore
follows that our words bear so much weight that we must choose our words well so as
level.
Speech act has great implications in second language learning. Clearly, our
non-native speaker does not understand the illocutionary force embedded in the
apology where in fact it may mean that the speaker is asking for clarification. This major
shift in meaning will be more understood if one has a good background on what speech
act is. This is echoed by the findings from a cross-cultural study by Cohen, Olshtain,
and Rosenstein (1986) showed that non-native speakers (NNS) were not aware to
certain sociolinguistic distinction that native speakers (NS) make, for example 'excuse
In the classroom, many researches anchored on the Speech Act Theory have
meaning and conducting certain types of speech acts has value for students (Blumka-
Kulka, House, Kasper 1997, Schmidt ,1996, Bardovi-Harlig,1999). Cohen (1998: 66-7)
advocates the need for explicit teaching and notes that it does not take a long time for
students to put the knowledge from speech act training into use, if the learners want to
fit in and to be accepted in the target culture. This has implications in a national scale
Undeniably, the theory of speech acts has been a major influence on recent literary
possibilities in linguistics studies which I can apply in case I intend to pursue a graduate
Communication subject in Senior High School in which I am a teacher of, I can further
enrich and enhance my teaching techniques of the same this coming school year
A Critical Reflection
pragmatically.
This means that we tailor fit the way we communicate to the context we are in
and the people we are talking to. It would be offensive, for example, if we talk to our
district supervisor the same way as we talk to a very close friend. This would constitute
level.
This concept has so much impact on classroom instruction for it means that we
do not only teach the grammar of English but also teach our students to use the
different registers as well as choice of words that will fit a certain communicative
instance.
Recently, Senator Tito Sotto was drew flak online for his inappropriate language
during the CAs hearing for Secretary Taguiwalos appointment. His statements were not
formal and serious. He seemed to think that he can use the same antics he uses in Eat
only need common sense to know that we must communicate differently in different
contexts. However, there are really those who seem to use a one-size-fits-all approach
in conversation that sometimes they sound rude, disrespectful, or just too formal.
classroom so that the learners will be exposed in different social contexts that they can
apply as they interact naturally outside the classroom. There must be activities wherein
they are casually conversing with classmates or friends. At the same time, activities
were they are engaged in a formal situation such as mock interviews and speech
deliveries. There are thousands of study-based interactional strategies out there that
can be used for this purpose. One helpful book is that by Francisca Snchez (2010)
As what was emphasized in class, learning the grammar of a language is just the
tip of the iceberg. We must also know how to use what we know in syntax effectively
and appropriately.
A Critical Reflection
the Department of Education to continually conduct action research for the improvement
reason for using phonetic transcription is easily stated. When we transcribe a word or
often it does not. This means that with phonetic transcription, I can easily identify
learners difficulties in producing phonetic sounds and therefore I will be able to effect
Still from Wells (ibid): or the language learner, a passive acquaintance with
phonetic transcription enables him or her to extract precise and explicit information on
level.
up to the national level will be of great help in improving instruction especially those
that we can show differences of homonyms by transcribing them. This clearly shows
orthographic transcription, I do believe that the former has a place in language studies
especially if we take into consideration the context of our learners. Some of them are
not readily exposed to native speakers of English so teaching them how to read and
write phonetic transcriptions will help them improve their production of the phonetic
sounds. If this is not possible, I can initiate an action research as stated earlier and
the time allotted for the lecture of Miss Evanessa Villacrusis was too limited. This is for
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