Conversational Norms in Speech Acts: A Study of the Effect of Deficits on Communication
DOI:
https://doi.org/10.17507/tpls.1407.21Keywords:
deficits on communication, lacking conversational norms, speech acts productionAbstract
The present study aimed to investigate secondary school students' lack of mastering the conversational norms of speech acts, and the ability to express themselves in a foreign language. The case study was in Gezira State-Al-Manaqil Locality- El-Kremiet Secondary schools. The research used a descriptive-analytical method; the tool for collecting data was a questionnaire consisting of 12 distinct items administered to 60 teaching members, encompassing both male and female participants. Results showed that participants overwhelmingly agreed on the significance of the lack of conversational norms both inside and outside the classroom, with an average agreement rate of 73.42%. Moreover, a substantial majority, totaling 91.77% of participants, strongly agreed on the influential role of disability among EFL learners in executing situational speech acts. Additionally, a significant consensus was reached, with 84.6% of participants strongly agreeing that weaknesses in pronunciation contribute to the non-productivity of EFL learners in the classroom. The findings of the study emphasized the necessity for EFL Learners to acquire the basis core of conversation to perform the various speech acts in different situations.
References
Al-Ahdal, A. A. M. H. (2020). Code Mixing in Arabic conversations of college students: A Sociolinguistic study of attitudes to switching to English. Asian ESP Journal, 16(1), 6-19.
Al-Khateeb, S. (2009). The speech act of thanking as a compliment response as used by the Arab Speakers of English: a comparative inter-cultural study. (Unpublished MA Thesis). Palestine: An-Najah National University.
Alzeebaree, Y., & Yavuz, M. A. (2017). Realization of the speech acts of request and apology by Middle Eastern EFL learners. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7313-7327.
Aprianto, D., & Zaini, N. (2019). The principles of language learning and teaching in communication skill developments. VELES (Voices of English Language Education Society), 3(1), 45-61, https://doi.org/10.29408/veles.v3i1.1281
Austin, J.L. (1962). How to do things with words. London: Oxford University Press.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Escandell-Vidal, V. (2012). Speech acts. In J. Hualde, A. Olarrea, & E. O’Rourke (Eds). The Handbook of Hispanic linguistics, (1 st Edition). Blackwell Publishing Ltd.
Gallo, C. (2014). Talk like TED: the 9 public speaking secrets of the world's top minds. Pan Macmillan.
Grossi, V. (2009). Teaching pragmatic competence: Compliments and compliment responses in the ESL classroom. Prospect, 24(2), 53-62.
Gumperz, J. (1990). The conversational analysis of interethnic communication. In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing communicative competence in a second language: Series on issues in second language research (pp. 223-238). Boston: Heinle & Heinle Publishers.
Günes, Ç., & Sarigöz, I. H. (2021). Speaking struggles of young EFL learners. International Journal of Curriculum and Instruction, 13(2), 1267-1308.
Hidayat, A. (2016). Speech acts: force behind words. English education: Jurnal Tadris Bahasa Inggris, 9(1), 1-12.
Holtgraves, T. (2008). Conversation, speech acts, and memory. Memory and Cognition, 36(2), 361-374.
Hussein, N., & Albakri, I. (2019). Iraqi learners’ problems in learning speech act of request in EFL Classroom. Journal of Education and Practice, 10(4), 54-57.
Huth, T., & Taleghani-Nikazm, C. (2006). How can insights from conversation analysis be directly applied to teaching L2 pragmatics?. Language Teaching Research, 10(1), 53-79.
Kasper, G. (2001). Classroom research on interlanguage pragmatics, In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 33-60). New York: Cambridge University Press.
Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501.
Leech, G. (1983). Principles of pragmatics. New York: Longman
Marquez, R. R. (2000). Linguistic politeness in Britain and Uruguay: A contrastive study of requests and apologies. Philadelphia: John Benjamins Publishing Company.
Meznah, A. (2018). Investigating the negative impact of pragmatic transfer on the acquisition of English pragmatic as perceived by L2 Learners: A review. International Journal of English and Literature, 9(3), 18-24. https://doi.org/10.5897/IJEL2018.1151
Searle, J. (1969). Speech acts. Cambridge: Cambridge University Press.
Searle, J.R. (2000). Apologizing and speech act realizations of Turkish EFL learners. International Conference on Management. Economics and Social Sciences (ICMESS’2011). Bangkok, Thailand.
Taguchi, N. (2013). Individual differences and development of speech act production. In C. A. Chapelle (Ed.). The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd.
