The speech acts and the communicative functions performed in thesis examinations: a pragmatic analysis
Abstract
Being a communicative event, a thesis examination process might generate a number of speech acts that possibly imply various meanings. To interpret meaning, a pragmatic analysis was implemented. The data analyzed comprised the authentic speech acts occurring within four thesis examination situations which were conducted by the EESP of FKIP Untan. The data analysis started by transcribing the speech recordings and by identifying the structures of the speech acts. This was followed by categorizing the communicative functions being performed. The last stage involved interpreting the contextual meaning of the speech acts. Three qualitative conclusions are arrived at in connection with and emerging from interpretations of the textual data: (1) the speech acts produced by the participants used various structures such as statements, questions, commands, instructions, prohibition and description; (2) the speech acts denoted various kinds of communicative or speech functions like expressives, directives, representatives, referentials, comissives, and metalinguistics; and (3) the occurrence of one particular communicative function can dynamically entail specific kinds of communicative functions in the light of the available context. Some categories of speech functions were not consistent with the purpose of the communicative event of thesis examination.
Keywords
Full Text:
PDFReferences
Austin, J. L. (1962). How to Do Things with Words. Oxford: Oxford University Press.
Bambang Sujanarko. (2014). Modul Pelatihan Dasar Pedagogik atau Pekerti: Praktek Penyusunan Rancangan Pembelajaran, Lembaga Pembinaan dan Pengembangan. Jember: Universitas Jember.
Brown, H. D. (1994). Teaching by Principles An Interactive Approach to Language Pedagogy.
Caňado, M. L. P. (2013). Adapting to a Competency-Based Model in Tertiary Education: Lessons Learned from the European Project ADELEEES. In M. L. P Caňado (Ed.). Competency-Based Language Teaching in Higher Education. New York: Springer Dordrecht Heidelberg.
Duranti, A. (1997). Linguistic Anthropology. Cambridge: Cambridge University Press.
Ehrilich, S. & Romaniuk, T. (2013). Discourse Analysis. In R. J. Podesva & D. Sharma. (Eds.). Research Methods in Linguistics. New York: Cambridge University Press.
Evaluasi Diri Program Studi Pendidikan Bahasa Inggris FKIP UNTAN. (2015). Unpublished Document of FKIP UNTAN Pontianak.
Fasold, Ralph. (1996). The Sociolinguistics of Language. Cambridge: Blackwell Publishers Ltd.
Freeman, D., Orczulak, M. Mc. & Morrissey, G. (2009). Assessment in Second language Teacher Education. In A. Burns and J. C. Richards (Eds.). Second Language Teacher Education. Cambridge: Cambridge University Press.
Gumperz, J. J. (1982). Language and Social Identity. Cambridge: Cambridge University press.
Holmes, J. (2001). An Introduction to Sociolinguistics, London: Pearson Education Limited.
Hymes, D. 1972. Models of the Interaction of Language and Social Life. In J. J. Gumperz and D. Hymes (Eds.). Direction in Sociolinguistics: The Ethnography of Communication. (pp. 35 – 71). New York: Holt, Rinehart and Winston Inc.
Leech, G. (1983). Principles of Pragmatics. London: Longman.
Kasper, G & Roever, C. (2005). Pragmatics in Second Language Learning. In E. Hinkel (Ed.). Handbook of Research in Second Language Teaching and Learning. London: Lawrence Erlbaum Associates Publishers.
McKay S. L. (2006). Researching Second Language Classrooms. London: Lawrence Erlbaum Associates Publishers.
McMillan, J. H. (2007). Classroom Assessment. Principles and Practice for Effective Standards-Based Instruction. Boston: Pearson.
Nunan, D. (2013). Learner-Centered English Language Education. New York: Routledge Taylor and Francis Group.
Richards, J. C & Renandya, W. A (2003). Assessment. In J. C Richards & W. A Rendandya (Eds.). Methodology in Language Teaching An Anthology of Current Practice. Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2002). Longman Dictionary of Teaching & Applied Linguistics Language. London: Pearson Education Limited.
Saville-Troike, M. (2006). The Ethnography of Communication an Introduction. Oxford: Blackwell Publishing.
Tudor, I. (2013). From Content to Competency: Challenges Facing Higher Education Language Teaching in Europe. In M. L. P Caňado (Ed.). Competency-Based Language Teaching in Higher Education. New York: Springer Dordrecht Heidelberg.
Walsh, S. (2006). Investigating Classroom Discourse. London: Routledge Taylor and Francis Group.
Yule, G. (1996). Pragmatics. London: Oxford University Press
DOI: http://dx.doi.org/10.26418/jeltim.v1i2.33263
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 by the author(s)
JOURNAL OF ENGLISH LANGUAGE TEACHING INNOVATIONS AND MATERIALS (JELTIM) is published by the Language Center of Universitas Tanjungpura in collaboration the with the English Language Teaching Materials (ELTeaM) association [Download MoU]. The publication of this journal is indexed by Arjuna (Sinta-2), Google Scholar, ROAD, Garuda, Scilit, Crossref, Research Gate, Copernicus, and Dimensions.
This work is licensed under a Creative Commons Attribution
NonCommercial-ShareAlike 4.0 International License.