SPEECH ACTS

Direct and Indirect Speech Acts

Whenever there is a direct relationship between a structure and a function, we have a
direct speect act.Whenever there is an indirect relationship betweena structure and a
function, we have an indirect speech act.
For example:
[1]
a. Its cold outside.
b. I hereby tell you about the weather.
c. I hereby request of you that you close the door.
As illustrated in [1], the utterance in [1.a] is a declarative.When it is used to make a
statement, as paraphrased in [1.b], it is functioning as a direct speech act. When it is
used to make a command/request, as paraphrased in [1.c], it is functioning as an indirect
speech act.
Indirect speech acts are generally associated with greater politeness in English than
direct speech acts.
The Relevance in Teaching Practice
Speech act theory carries the linguistic rules related to utterances and it also leads
students to use the language appropriatelyand effectively. Successful communication
not only involves the psrticipsntsmutual understandingbut alsothe polite and proper
verbal exchanges.
Therefore, EFL teacher should help students develop both linguistic competence and
pragmatic competence.
English teachers need to help students understand socially appropriate communication,
and offer satisfactory performatives indifferent social and cultural settings such as how
to offer a request with respect and politeness.
In order to help language learners acquire standard, language learners should be
exposed to Authentic Language of English. That means learners should practice the
target language in real life to achieve communicative purposes.

LANGUAGE LEARNING AND LANGUAGE ACQUISITION

Definition
Language Acquisition vs. Language Learning
There is an importan distinction made by linguists between language acquisition and
language learning. Children acquire language through a subconscious process during
which they are unaware of grammatical rules. This is similar to the way they acquire
their first language. They get a feel for what is and what is incorrect. In order to acquire
language, the learner needs a source of natural communication. The emphasis is on the
text of the communication and not on the form. Young students who are in the process
of acquiring English get plenty of on the job practice. They readily acquire the
language to communicate with classmates.
Language learning, on the other hand, is not communicative. It is the result of direct
instruction in the rules of language. And it certainly is not an age-appropriate activity
for our young learners. In language learning, students have conscious knowledge of the
new language and can talk about that language. They can fill in blanks on a grammar
page. Research has shown, however, that knowing grammar rules does not necessarily
result in good speaking or writing. A student who has memorized the rules of the
language may be able to succeed on a standardized test of English but may not be able
to speak or write correctly.

The Relevance in Teaching Practice

Considering those factors, teacher needs to facilitate the students with English. Teacher
must speak English when he/she delivers the materials. Teacher also needs to force the
students to speak English. It is because the students only have the opportunity to use
English in the class or when they are in English subject.

MID TERM EXAMINATION OF LINGUISTICS

GUIDED BY:
1. PROF. DR. PATUAN RAJA, M.Pd.
2. DR. ARI NURWENI, M.A.

FEBRIYANTI

(1423042048)

POST-GRADUATE OF TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY
2015