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El. knyga: Speech Acts in English: From Research to Instruction and Textbook Development

  • Formatas: PDF+DRM
  • Serija: Studies in English Language
  • Išleidimo metai: 03-Dec-2020
  • Leidėjas: Cambridge University Press
  • Kalba: eng
  • ISBN-13: 9781108756082
Kitos knygos pagal šią temą:
Speech Acts in English: From Research to Instruction and Textbook DevelopmentDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Serija: Studies in English Language
  • Išleidimo metai: 03-Dec-2020
  • Leidėjas: Cambridge University Press
  • Kalba: eng
  • ISBN-13: 9781108756082
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Speech acts, those actions carried out mainly by means of language, are used in English in a range of complex ways. However, they have rarely been covered in English as a foreign language (EFL) materials and textbooks. Bringing together current theories from pragmatics and cognitive linguistics, this book addresses this gap by providing a comprehensive model of directive speech acts and showing how to teach them to learners of English. It provides a review of the strengths and weaknesses of current theories of illocution and a critical assessment of existing EFL textbooks. Descriptions of the meaning and form of directive speech act constructions are given in the cognitive pedagogical grammar of directive speech acts (included), which offers a wealth of examples to make the information accessible to non-specialist readers. The book also provides a wide range of practical activities, showing how research on illocutionary acts can be implemented in practice.

This book develops a corpus-based, constructional model of speech acts, and shows how it can be implemented in teaching practice. Its critical review of current illocutionary theories and the varied range of practical activities that it offers will be invaluable for both EFL professionals and students or researchers in linguistics.

Recenzijos

'The book contributes substantially to L2 pragmatics research and teaching; and as such we highly recommend it to researchers, EFL teaching practitioners, and EFL textbook developers.' Qiuling Ou and Hang Su, Journal of Pragmatics

Daugiau informacijos

This book merges theory and practical activities to show how research on speech acts can be implemented in EFL teaching.
List of Figures
xii
List of Tables
xiii
Acknowledgements xv
List of Abbreviations
xvi
1 Introduction
1(15)
1.1 Teaching Directive Speech Acts: Is There Room for Improvement?
1(4)
1.2 Objectives
5(5)
1.3 Methodology
10(3)
1.4
Chapter Contents
13(3)
2 What Contemporary Research Tells Us about Speech Acts
16(53)
2.1 Speech Acts: The Player All Linguistic Theories Want in Their Team
16(2)
2.2 Team
1. Codification-Based Theories and the Over-Grammaticalisation of Speech Acts
18(5)
2.2.1 Weaknesses of the Literal Force Hypothesis and Ross's Performative Hypothesis
18(2)
2.2.2 Halliday's Over-Grammaticalisation of Speech Acts
20(3)
2.3 Team
2. Convention-Based Theories: Indirect Speech Acts
23(4)
2.3.1 Searle: Inference and Convention in Speech Acts
23(3)
2.3.2 Morgan's Conventions of Usage and Short-Circuiting Implicatures
26(1)
2.4 Team
3. Inference-Based Theories: Over-Pragmatisation of Speech Acts
27(8)
2.4.1 Standard Pragmatics Approach: Bach and Harnish's Speech Act Schemas
28(1)
2.4.2 Direct Access Approaches I: Leech's Interpersonal Rhetoric
29(3)
2.4.3 Direct Access Approaches II: Conversational Approaches
32(3)
2.5 A Cognitive-Constructional Approach to Directive Speech Acts
35(34)
2.5.1 What Experimental Linguistics Has Revealed about Speech Act Processing
35(4)
2.5.2 Redefining the Literal Force Hypothesis in terms of Sentence Type/Speech Act Compatibility
39(4)
2.5.3 Revisiting the Notions of Direct and Indirect Speech Acts
43(5)
2.5.4 Constraining Inferences via Cognitive Operations: Conceptual Metonymy
48(2)
2.5.5 Illocutionary Idealised Cognitive Models and (Multiple Source)-in-Target Metonymies
50(10)
2.5.6 Assembling the Illocutionary Puzzle: Families of Illocutionary Constructions
60(9)
3 Critical Assessment of the Representation of Speech Acts in Advanced EFL Textbooks
69(19)
3.1 Analytical Categories and Corpus of Textbooks for Analysis
70(3)
3.2 Quantitative Assessment of the Treatment of Directive Speech Acts in Advanced EFL Textbooks
73(4)
3.3 Qualitative Assessment of the Treatment of Directive Speech Acts in Advanced EFL Textbooks
77(8)
3.3.1 Inclusion of Semantic/Pragmatic Information about Speech Acts
77(3)
3.3.2 Treatment of the Constructional Nature of Directive Speech Acts
80(2)
3.3.3 Treatment of Conversational Aspects of Directive Speech Acts
82(2)
3.3.4 Treatment of Cross-Cultural and Cross-Linguistic Areas of Discrepancy between L1 and L2
84(1)
3.4 Conclusions and Way Forward: Explicit Instruction through a Corpus-Based Cognitive Pedagogical Grammar
85(3)
4 A Cognitive Pedagogical Grammar of Directive Speech Acts I: Know-What and Know-How of Directives
88(95)
4.1 Orders
89(13)
4.1.1 The Know-What of Orders
90(6)
4.1.2 The Know-How of Orders
96(6)
4.2 Requests
102(18)
4.2.1 The Know-What of Requests
103(7)
4.2.2 The Know-How of Requests
110(10)
4.3 Beggings
120(16)
4.3.1 The Know-What of Beggings
123(7)
4.3.2 The Know-How of Beggings
130(6)
4.4 Suggestions
136(16)
4.4.1 The Know-What of Suggestions
137(6)
4.4.2 The Know-How of Suggestions
143(9)
4.5 Advice Acts
152(17)
4.5.1 The Know-What of Advice Acts
152(7)
4.5.2 The Know-How of Advice Acts
159(10)
4.6 Warnings
169(14)
4.6.1 The Know-What of Warnings
170(7)
4.6.2 The Know-How of Warnings
177(6)
5 A Cognitive Pedagogical Grammar of Directive Speech Acts II: Activities and Practice Materials
183(35)
5.1 Teaching the Know-What of Directives
186(10)
5.2 Teaching the Know-How of Directives
196(12)
5.3 Teaching Cross-Cultural and Cross-Linguistic Issues of Directives
208(10)
6 Conclusions
218(11)
References 229(17)
Index 246
Lorena Pérez-Hernįndez is a Tenured Associate Professor of Linguistics at the University of Rioja. Recent publications include Illocution and Cognition (2001). She is a member of the Editorial Board of the Review of Cognitive Linguistics, the Human Cognitive Processing Series, and the International Journal of Marketing Semiotics and Discourse Studies.
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