Speech

Acts
G ro
up 1
Grammar and Assessment
01.
Definition
Definition and types of speech acts
Speech acts are acts that refer to the action
performed by produced utterances.

—J. L. Austin (How to do

things with words, 1962)
 3 levels of speech acts

Locutionary Illocutionary
01 Production of an utterance,
typically refer to literal meaning
02 The act is performed through an
utterance/ act of doing
of the speech act. something in saying something

Perlocutionary Examples
03 The act that is carried out by a
1. It’s dark in here.
2. The box is heavy.
person when the utterance
causes certain effect on hearers.
 Types of speech acts
Representatives The speaker is committed to the truth of the proposition.
It can be: assertions, claims, report, etc,
Examples of verb: affirm, deny, believe, conclude, report

Directives The speaker attempt to get the hearer to do something

It can be: suggestions, requests, commands, etc.
Examples of verbs: command, dare, challenge, ask, insist, request.

Commissives The speaker is committed to a (future) course of action.

It can be: promises, threats, offers, etc.
Examples of verbs: swear, vow, guarantee, pledge, promise.

Expressives The speaker expresses an attitude about a state of affairs

It can be: apologies, complaint, thanks, etc.
Examples of verbs: apologize, deplore, thank, congratulate, regret, welcome.

Declaratives The speaker alters the outward status or condition of an object/ situation by
making the utterance.
It can be: decrees, declarations, etc.
Examples of verbs: baptize, sentence, resign.
 02.
Activity
Let’s play a game
 03.
Implications
Speech acts
 - Some words or utterances could be misdirected into something unpleasant if we are not
careful
- Students should not be taught only grammar or vocabulary, but also the CONTEXT in which
words are used.
- Time, place, purpose, participant, tone, the media, rules, and the type of speech can determine
the intended meaning of the utterances.

→ Therefore, teachers should have 3 goals in mind (Fujimori, 2004)

(1) raising the awareness: of the students that utterances in English could lead to
misinterpretation. → It is imperative to accurately understand the intended meaning by
analysing the utterances.
(2) knowledge building: by understanding the norms and idiomatic expressions of the first and
second language, the students could determine the message of the utterances so that they
could expand their knowledge.
(3) productive development: the expanded knowledge results in the ability to perform the
speech act.
Implication for teaching speech acts in ELT
classroom (esp. CLT)

Beginner/ young
Advanced learners
learners
Teach explicitly about social Using authentic resources
rules because social rules (Larsen-Freeman, 2000)
related to speech acts. Can teach them implicitly.
Using role-play
Situational role play game

Sample card for the role play

 Thank you
for your attention