scholarly journals Politeness Speech Acts in the Speech of Children: Pragmatic Mistakes and Acquisition

2019 ◽  
pp. 97-124
Author(s):  
Viktorija Kavaliauskaitė-Vilkinienė
Keyword(s):  
Speech Acts ◽  
Communicative Competence ◽  
Appropriate Use ◽  
Developmental Patterns ◽  
The Third ◽  
Early Acquisition ◽  
Children's Speech

The paper aims to discuss the expression and development of politeness speech acts, i.e. greeting, saying goodbye, thanking, usage of the word please, apology, congratulation and wishes,  in the speech of a Lithuanian boy, aged 1;6–2;7, and a girl, aged 1;8–2;8. The source of data contains two corpora of transcribed conversations of the children mostly interacting with their mothers (about 20 and 27 hours of recordings are transcribed). The corpora are developed by scholars of Vytautas Magnus University, Lithuania. One of the foci of analysis is to discuss the expression and development of the above-mentioned politeness speech acts and common pragmatic errors regarding the usage of politeness formulas in the children’s speech. Another focus is the investigation of the socialization strategies applied by the parents. Based on the current research by different scholars, the article raises the hypothesis that Lithuanian children in the second or third year of life acquire the majority of politeness speech acts as discussed in this paper. The analysis revealed that at the beginning of the observation children lacked communicative competence to use politeness speech acts in a pragmatically appropriate way. They confused situations when to use politeness formulas of thanking, apology and the word please and lacked the knowledge of how to use politeness adjacency pairs. The study also shows that the repetition of parents’ politeness formulas was common. Furthermore, the appropriate use of spontaneous and pragmatic greeting and saying goodbye was observed first, and only later the usage of thanking and the word please appeared.  However, only few examples of other politeness speech acts (i.e. apology, congratulation and wishes) were observed in the corpus. Therefore, further research is necessary. The results demonstrate that at the beginning of the third year the children used most of the politeness speech acts appropriately. An early acquisition was affected by children’s familiarisation with politeness routines taught by their parents. The parents directed and prompted their children to repeat politeness formulas, elicited them by questions or performatives and sometimes taught children to be polite by producing metalinguistic comments. Current research seems to indicate that other Lithuanian children could demonstrate similar developmental patterns of politeness speech acts and make similar pragmatic errors as well as being similarly socialized to use politeness formulas.

scholarly journals The Acquisition of Requests in the Speech of Lithuanian Children

2016 ◽  
pp. 160-187
Author(s):  
Viktorija Kavaliauskaitė
Keyword(s):  
Communicative Competence ◽  
Future Tense ◽  
Developmental Patterns ◽  
The Third ◽  
Illocutionary Acts ◽  
Different Types ◽  
Modal Verb ◽  
Indirect Requests ◽  
Second Year ◽  
Children's Speech

This work focuses on early development of requests and investigates how and when these illocutionary acts are acquired by Lithuanian children. There are various ways to ask someone to do something. Expression of requests can vary according to the degree of directness depending on social context. These requests indicate communicative competence, development of pragmatics and politeness rules. The key aim of this study was to investigate types of requests and the sequence of those types first emerging in child speech.The study was based on the longitudinal data of two Lithuanian children, a girl Monika, aged 1;8–2;8, and a boy Elvijus, aged 1;6–2;7. The requests were also analyzed in child directed speech. According to the degree of directness and different types of requests, they were classified into direct (explicit performatives, imperatives, want / obligation statements, prohibitions), conventionally indirect (references to preconditions, hortatives) and non-conventionally indirect requests (hints, warnings).The results of the study demonstrate that direct requests were acquired first and they were the most common in children’s speech and in child directed speech. Firstly, the children formulate requests with nouns, the adverb more, verbs in 2SG imperative, the infinitive and hortative in 1PL present tense, they also use the modal verb want. Later, requests with nouns, infinitive and future tense disappear, the children’s requests start to resemble child directed requests. It was noticed that at the end of the second year the children started using formal and indirect requests. At the beginning of the third year, they acquire the basics how to formulate requests. Presumably, other Lithuanian children could demonstrate similar developmental patterns.

The Effect of Language Learning Experience on the Appropriate Use of Speech Act ‘Request’

2016 ◽  
Vol 6 (5) ◽  
pp. 1060
Author(s):  
Zahra Bazyar ◽  
Ali Taghinezhad ◽  
Marziyeh Nekouizadeh
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Speech Acts ◽  
Speech Act ◽  
Communicative Competence ◽  
Learning Experience ◽  
Pragmatic Competence ◽  
Appropriate Use

Nowadays emphasizing linguistic competence is not a sufficient path to reach a target-like communicative competence. Pragmatic competence should be put emphasis on as well. The importance of learning speech acts which is one aspect in the pragmatics is clear to those who want to learn a second or foreign language. This study after investigating the interest of language learners in the acquisition of appropriate use of second language speech acts, traces the variation over time in the use of speech act of request in Iranian EFL University students and for further clarification a group of non-language University students. The results showed no effect of time on the appropriate use of speech act “request”.

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

2021 ◽  
pp. 136216882098693
Author(s):  
Eva Jakupčević ◽  
Mihajla Ćavar Portolan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Speech Acts ◽  
Primary Schools ◽  
Communicative Competence ◽  
Essential Element ◽  
Pragmatic Competence ◽  
Young Learners ◽  
Language Classes ◽  
Insight Into

Pragmatic competence is an essential element of communicative competence, which makes it relevant for speakers of all ages, including young language learners (YLLs). Despite the recognized importance of pragmatics, research of textbooks for adult second language (L2) learners to date has found them lacking in their approach to this key aspect of language. However, there is very little research of pragmatics in textbooks for YLLs, which would provide insight into the extent to which these materials can support teachers in including elements of pragmatic competence into their language classes. The present study aims to fill this gap by determining how much pragmatic content is included in 18 textbooks used in Croatian primary schools with learners aged 9–12 years. The textbooks are compared in regard to the percentage of pages with pragmatic content as well as the different speech acts that receive explicit attention in them. The main finding of the study is the great amount of inconsistency when it comes to the scope and treatment of pragmatic content, with some textbooks proving extremely lacking. The results present a concerning picture as all of the students using these diverse textbooks should be following the same curriculum which emphasizes the development of communicative competence.

Descriptive neuroradiology: beyond the hummingbird

2020 ◽  
Vol 20 (6) ◽  
pp. 463-471
Author(s):  
Inna Page ◽  
Frank Gaillard
Keyword(s):  
Clinical Practice ◽  
Corpus Callosum ◽  
Progressive Supranuclear Palsy ◽  
Developmental Venous Anomaly ◽  
Venous Anomaly ◽  
Appropriate Use ◽  
Agenesis Of Corpus Callosum ◽  
Specific Diagnosis ◽  
Mickey Mouse ◽  
The Third

Radiology signs have long been described in ways that communicate the imagery around us to enhance our cognitive perception. Here, we describe the use and limitations of 10 such signs in neuroradiology, divided into three groups. The first are signs that are reliable for a specific diagnosis, such as the Medusa head sign indicating a developmental venous anomaly, or a racing car sign in agenesis of corpus callosum. The second group of signs helps us to diagnose rare conditions, such as the onion skin sign in Balo’s concentric sclerosis. The third group is of unreliable signs that may lead clinicians astray. For example, the absence of a swallow-tail sign in Parkinson’s disease or the presence of a hummingbird sign and Mickey Mouse sign in progressive supranuclear palsy. The appropriate use of these signs in clinical practice is essential.

The Methodology of Preparing PR-Text in the Frames of Professional Communicative Competence of a Specialist in Public Relations

10.12737/5402 ◽  
2014 ◽  
Vol 3 (4) ◽  
pp. 47-54
Author(s):  
Селезнева ◽  
Larisa Selezneva
Keyword(s):  
Public Relations ◽  
Communicative Competence ◽  
Social Situation ◽  
Second Stage ◽  
The Third ◽  
Successful Solution ◽  
The Social ◽  
Third Stage ◽  
Basic Parameters ◽  
The Subject

The subject matter of the paper is the methodology of preparation of PR-text in the frames of professional communicative competence of a specialist on public relations. It aims to form a communicative competence necessary to solve some communicative tasks by means of PR-texts. The author allocates three levels of the methodology of preparing PR-text and shows the formation of competences of a specialist in public relations. Each level presents a stage of the methodology of preparation of PR-text. The first stage is the study of discourse, it allows to take into account the conditions of the social situation of the creating text. At the second stage are used the knowledge of the basic parameters of the text. At the third stage are prepared the texts of different genres and styles. Each stage gives the examples of PRpractice. The offered methodology allows to realize in the text a system of communicative-pragmatic attitudes that contribute the successful solution of communicative tasks by the specialist on public relations.

scholarly journals TINDAK TUTUR EKSPRESIF PADA ANAK-ANAK SAAT BERMAIN BOLA DI LAPANGAN

2018 ◽  
Vol 7 (1) ◽  
pp. 69
Author(s):  
NFN Defina
Keyword(s):  
Speech Acts ◽  
The Other ◽  
Matching Method ◽  
Expressive Speech ◽  
Other Hand ◽  
Communication Method ◽  
Data Collecting ◽  
Children's Speech

When playing, children will communicate to one another. They use language when communicating with their interlocutors. In this sense, this study was aimed at analyzing types of expressive illocutionary speech acts produced by children to communicate when playing. Ethnographic communication method was employed in this research done at Klender National Residence, East Jakarta. The data collecting technique was observation aimed to take down notes the children’s speech acts when playing football, in particular. The obtained data were then analyzed by using matching method. Meanwhile, this research employed Schiffrin’s speech acts theory. The findings revealed that in the distribution of the use of expressive speech acts in the children’s dialogues when playing football were identified six pairs of speech. From the six pairs, only two types of expressive speech acts were identified, while the other three were none. The produced expressive speech acts are 1) blaming expression in five pairs (83,3%) and 2) pardoning expression in one pairs (16,7%). On the other hand, the unidentified types of expressive speech acts are 1) thanking, 2) congratulating, 3) praising and 4) condoling, 5) welcoming, 6) criticising,  7) complaining,  dan 8)  flattering. In conclusion, the children used expressive illocutionary speech acts more with blaming expression than those with pardoning, thanking, congratulating, praising and  condoling. So, their communicative language tends to involve blaming expressions. Abstrak Saat bermain, anak-anak akan berkomunikasi sesamanya. Mereka menggunakan bahasa saat berkomunikasi dengan mitra tutur.  Sehubungan dengan hal itu, tujuan dalam penelitian ini adalah menganalisis jenis tindak tutur illokusioner ekspresif yang dihasilkan anak-anak untuk berkomunikasi saat bermain. Metode penelitian ini adalah metode etnografi komunikasi. Penelitian dilaksanakan di Perumnas Klender, Jakarta Timur. Teknik pengumpulan data melalui observasi. Observasi bertujuan mencatat tuturan-tuturan anak-anak saat bermain bola. Teknik analisi data,data yang sudah terkumpul selanjutnya dianalisis menggunakan metode padan. Teori yang digunakan adalah teori tindak tutur yang dikemukan Schiffrin. Dari hasil penelitian diperoleh data bahwa distribusi penggunaan tindak tutur ekspresif  dalam dialog anak-anak saat bermain bola, dapat diidentifikasi 6 pasang ujaran.  Dari enam pasang ujaran, hanya ada dua jenis ujaran ekspresif, sedangkan tiga jenis ujaran ekspresif lainnya tidak ada.Tindak tutur yang dihasilkan itu adalah 1) tindak tutur ekspresif menyalahkan berjumlah 5 pasangan ujaran  (83,3 %) dan 2) tindak tutur ekspresif  meminta maaf 1 pasangan ujaran (16,7 %).  Sebaliknya, tindak tutur ekspresif yang tidak dipergunakan 1) berterima kasih, 2) memberi selamat, 3) memuji, 4) belangsung kawa, 5) menyambut, 6) mengkritik, 7)  mengeluh,  dan 8) menyanjung. Kesimpulannya adalah dalam bermain, anak-anak lebih banyak menggunakan tindak tutur ilokusi ekspresif  menyalahkan jika dibadingkan dengan tindak tutur  meminta maaf, berterima kasih, memberi selamat, memuji, belangsung kawa, menyambut, mengkritik, mengeluh, dan menyanjung. Jadi, bahasa mereka dalam berkomunikasi cenderung menyalahkan.

scholarly journals Interlingual duplicating in the speech of bilingual children

2020 ◽  
Vol 88 ◽  
pp. 01011
Author(s):  
Galina Chirsheva ◽  
Marina Houston
Keyword(s):  
Communicative Competence ◽  
The Other ◽  
Bilingual Children ◽  
Other Hand ◽  
Bilingual Development ◽  
Developmental Characteristics ◽  
The One ◽  
Pragmatic Aspects ◽  
Children's Speech ◽  
Double Units

Bilinguals of every age sometimes double units of one language with those of the other, especially in the situations where they have to interact with speakers of different languages. Bilingual communication stimulates code-switches, various in their structure and pragmatics. Among them, researchers observe the following phenomena in bilingual children’s speech: a) double morphology, b) translation/interpreting equivalents combinations, and c) self-interpreting. However, the interrelation between structural and semantic/pragmatic aspects, on the one hand, and the developmental characteristics of childhood bilingualism, on the other hand, have been underresearched. The authors of the paper argue that various cases of interlingual duplicating can indicate the balance between the competences of children in their two languages at different stages of their bilingual development. The purpose of the study is to describe structural, semantic, and pragmatic aspects of interlingual duplicating combinations in the speech of two children who acquire Russian and English simultaneously, as well as to find the correlation between their duplications and the development of their bilingualism. The results of the study can be used for the description of childhood bilingualism and the evaluation of bilingual children’s communicative competence in each of their languages and their interpreting abilities at various age stages.

scholarly journals Speech Acts Used In The Film � The Curious Case Of Benjamin Button�

2013 ◽  
Vol 13 (1) ◽  
pp. 80-87
Author(s):  
Hendri Hendri
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Role Play ◽  
The Third ◽  
The Status ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
The Way

From the analysis, I found that the kinds of speech acts in dialogues of the film was dominated by directive speech acts, 340 times or 68%. The second speech act performed was commisive, 64 times or 13%. The third type of speech acts was expressive, 53 times or 11%. The last type of speech acts was representative, 42 times or 8%.. There was no declaration found in the dialogues of the film. Directive is attempt by the speaker to get the addresse to do something, it influnced by the status between the speaker and the hearer. Commisive commits the speaker to some future course of act. Representative commits the speaker to the truth of the expressed proposition, it also deals with the use of language to tell people how things are. Expressive is used to express our feeling and attitudes. In declarative, the person performing the act must have authority to do it, and must do it in appropriate circumstance and with appropriate actions. Students can learn from the film how people speak and how they perform an act by saying something and learn by using role-play. For learners, it is also an interesting thing watching film by observing the way people speak. At least it will give them inputs in terms of custom, behavior and also values hidden in the film.

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