Speech acts in English: from research to instruction and textbook development
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cambridge, United Kingdom ; New York, NY, USA ; Port Melbourne, Australia ; New Delhi, India ; Singapore
Cambridge University Press
2021
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| Series: | Studies in English language
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Hier auch später erschienene, unveränderte Nachdrucke |
| Physical Description: | xvi, 249 Seiten Illustrationen |
| ISBN: | 9781108476324 9781108700207 |
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Record in the Search Index
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| adam_text | Contents page xii xiii xv xvi List ofFigures List of Tables Acknowledgements List ofAbbreviations i i Introduction 1.1 1.2 1.3 1.4 Teaching Directive Speech Acts: Is There Room for Improvement? Objectives Methodology Chapter Contents 2 What Contemporary Research Tells Us about Speech Acts i 5 IO 13 16 2.1 Speech Acts: The Player All Linguistic Theories Want in Their Team 16 2.2 Team i. Codification-Based Theories and the Over-Grammaticalisation of Speech Acts 18 2.2.1 Weaknesses of the Literal Force Hypothesis and Ross’s Performative Hypothesis 18 2.2.2 Halliday’s Over-Grammaticalisation of Speech Acts 20 2.3 Team 2. Convention-Based Theories: Indirect Speech Acts 23 2.3.1 Searle: Inference and Convention in Speech Acts 23 2.3.2 Morgan’s Conventions of Usage and Short-Circuiting Implicatures 26 2.4 Team 3. Inference-Based Theories: Over-Pragmatisation of Speech Acts 27 2.4.1 Standard Pragmatics Approach: Bach and Harnish’s Speech Act Schemas 28 2.4.2 Direct Access Approaches I: Leech’s Interpersonal Rhetoric 29 2.4.3 Direct Access Approaches II: Conversational Approaches 32 2.5 A Cognitive-Constructional Approach to Directive Speech Acts 35 2.5.1 What Experimental Linguistics Has Revealed about Speech Act Processing 35 2.5.2 Redefining the Literal Force Hypothesis in terms of Sentence Type/Speech Act Compatibility 39 ix
Contents x 2.5.3 Revisiting the Notions of Direct and Indirect Speech Acts 2.5.4 Constraining Inferences via Cognitive Operations: Conceptual Metonymy 2.5.5 Illocutionary Idealised Cognitive Models and (Multiple Source)-in-Target Metonymies 2.5.6 Assembling the Illocutionary Puzzle: Families of Illocutionary Constructions 3 Critical Assessment of the Representation of Speech Acts in Advanced EFL Textbooks 3.1 Analytical Categories and Corpus of Textbooks for Analysis 3.2 Quantitative Assessment of the Treatment of Directive Speech Acts in Advanced EFL Textbooks 3.3 Qualitative Assessment of the Treatment of Directive Speech Acts in Advanced EFL Textbooks 3.3.1 Inclusion of Semantic/Pragmatic Information about Speech Acts 3.3.2 Treatment of the Constructional Nature of Directive Speech Acts 3.3.3 Treatment of Conversational Aspects of Directive Speech Acts 3.3.4 Treatment of Cross-Cultural and Cross-Linguistic Areas of Discrepancy between Li and Lz 3.4 Conclusions and Way Forward: Explicit Instruction through a Corpus-Based Cognitive Pedagogical Grammar 4 43 48 50 60 69 70 73 77 77 80 82 84 85 A Cognitive Pedagogical Grammar of Directive Speech Acts I: Know-What and Know-How of Directives 88 4.1 4.2 4-3 4.4 4.5 4.6 Orders 4.1 . i The Know-What of Orders 4.1 .2 The Know-How of Orders Requests 4.2.1 The Know-What of Requests 4.2.2 The Know-How of Requests Beggings 4.3.1 The Know-What of Beggings 4.3.2 The Know-How of Beggings Suggestions 4.4.1 The Know-What of Suggestions 4.4.2 The Know-How of Suggestions Advice Acts 4.5.1 The Know-What of Advice Acts 4.5.2 The Know-How of
Advice Acts Warnings 4.6.1 The Know-What of Warnings 4.6.2 The Know-How of Warnings 89 90 96 102 103 no 120 123 130 136 137 143 152 152 159 169 170 177
Contents 5 A Cognitive Pedagogical Grammar of Directive Speech Acts II: Activities and Practice Materials 5.1 Teaching the Know-What of Directives 5.2 Teaching the Know-How of Directives 5.3 Teaching Cross-Cultural and Cross-Linguistic Issues of Directives 6 Conclusions References Index xi 183 186 196 208 218 229 246
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| adam_txt |
Contents page xii xiii xv xvi List ofFigures List of Tables Acknowledgements List ofAbbreviations i i Introduction 1.1 1.2 1.3 1.4 Teaching Directive Speech Acts: Is There Room for Improvement? Objectives Methodology Chapter Contents 2 What Contemporary Research Tells Us about Speech Acts i 5 IO 13 16 2.1 Speech Acts: The Player All Linguistic Theories Want in Their Team 16 2.2 Team i. Codification-Based Theories and the Over-Grammaticalisation of Speech Acts 18 2.2.1 Weaknesses of the Literal Force Hypothesis and Ross’s Performative Hypothesis 18 2.2.2 Halliday’s Over-Grammaticalisation of Speech Acts 20 2.3 Team 2. Convention-Based Theories: Indirect Speech Acts 23 2.3.1 Searle: Inference and Convention in Speech Acts 23 2.3.2 Morgan’s Conventions of Usage and Short-Circuiting Implicatures 26 2.4 Team 3. Inference-Based Theories: Over-Pragmatisation of Speech Acts 27 2.4.1 Standard Pragmatics Approach: Bach and Harnish’s Speech Act Schemas 28 2.4.2 Direct Access Approaches I: Leech’s Interpersonal Rhetoric 29 2.4.3 Direct Access Approaches II: Conversational Approaches 32 2.5 A Cognitive-Constructional Approach to Directive Speech Acts 35 2.5.1 What Experimental Linguistics Has Revealed about Speech Act Processing 35 2.5.2 Redefining the Literal Force Hypothesis in terms of Sentence Type/Speech Act Compatibility 39 ix
Contents x 2.5.3 Revisiting the Notions of Direct and Indirect Speech Acts 2.5.4 Constraining Inferences via Cognitive Operations: Conceptual Metonymy 2.5.5 Illocutionary Idealised Cognitive Models and (Multiple Source)-in-Target Metonymies 2.5.6 Assembling the Illocutionary Puzzle: Families of Illocutionary Constructions 3 Critical Assessment of the Representation of Speech Acts in Advanced EFL Textbooks 3.1 Analytical Categories and Corpus of Textbooks for Analysis 3.2 Quantitative Assessment of the Treatment of Directive Speech Acts in Advanced EFL Textbooks 3.3 Qualitative Assessment of the Treatment of Directive Speech Acts in Advanced EFL Textbooks 3.3.1 Inclusion of Semantic/Pragmatic Information about Speech Acts 3.3.2 Treatment of the Constructional Nature of Directive Speech Acts 3.3.3 Treatment of Conversational Aspects of Directive Speech Acts 3.3.4 Treatment of Cross-Cultural and Cross-Linguistic Areas of Discrepancy between Li and Lz 3.4 Conclusions and Way Forward: Explicit Instruction through a Corpus-Based Cognitive Pedagogical Grammar 4 43 48 50 60 69 70 73 77 77 80 82 84 85 A Cognitive Pedagogical Grammar of Directive Speech Acts I: Know-What and Know-How of Directives 88 4.1 4.2 4-3 4.4 4.5 4.6 Orders 4.1 . i The Know-What of Orders 4.1 .2 The Know-How of Orders Requests 4.2.1 The Know-What of Requests 4.2.2 The Know-How of Requests Beggings 4.3.1 The Know-What of Beggings 4.3.2 The Know-How of Beggings Suggestions 4.4.1 The Know-What of Suggestions 4.4.2 The Know-How of Suggestions Advice Acts 4.5.1 The Know-What of Advice Acts 4.5.2 The Know-How of
Advice Acts Warnings 4.6.1 The Know-What of Warnings 4.6.2 The Know-How of Warnings 89 90 96 102 103 no 120 123 130 136 137 143 152 152 159 169 170 177
Contents 5 A Cognitive Pedagogical Grammar of Directive Speech Acts II: Activities and Practice Materials 5.1 Teaching the Know-What of Directives 5.2 Teaching the Know-How of Directives 5.3 Teaching Cross-Cultural and Cross-Linguistic Issues of Directives 6 Conclusions References Index xi 183 186 196 208 218 229 246 |
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| spelling | Pérez-Hernández, Lorena 1972- Verfasser (DE-588)1222991802 aut Speech acts in English from research to instruction and textbook development Lorena Pérez-Hernández (University of Rioja, Spain) Cambridge, United Kingdom ; New York, NY, USA ; Port Melbourne, Australia ; New Delhi, India ; Singapore Cambridge University Press 2021 xvi, 249 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Studies in English language Hier auch später erschienene, unveränderte Nachdrucke Sprechakttheorie (DE-588)4077748-0 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Speech acts (Linguistics) English language / Study and teaching / Foreign speakers Englisch (DE-588)4014777-0 s Sprechakttheorie (DE-588)4077748-0 s DE-604 Erscheint auch als Online-Ausgabe 978-1-108-67707-3 Erscheint auch als Online-Ausgabe 978-1-108-75608-2 Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032473361&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pérez-Hernández, Lorena 1972- Speech acts in English from research to instruction and textbook development Sprechakttheorie (DE-588)4077748-0 gnd Englisch (DE-588)4014777-0 gnd |
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| title | Speech acts in English from research to instruction and textbook development |
| title_auth | Speech acts in English from research to instruction and textbook development |
| title_exact_search | Speech acts in English from research to instruction and textbook development |
| title_exact_search_txtP | Speech acts in English from research to instruction and textbook development |
| title_full | Speech acts in English from research to instruction and textbook development Lorena Pérez-Hernández (University of Rioja, Spain) |
| title_fullStr | Speech acts in English from research to instruction and textbook development Lorena Pérez-Hernández (University of Rioja, Spain) |
| title_full_unstemmed | Speech acts in English from research to instruction and textbook development Lorena Pérez-Hernández (University of Rioja, Spain) |
| title_short | Speech acts in English |
| title_sort | speech acts in english from research to instruction and textbook development |
| title_sub | from research to instruction and textbook development |
| topic | Sprechakttheorie (DE-588)4077748-0 gnd Englisch (DE-588)4014777-0 gnd |
| topic_facet | Sprechakttheorie Englisch |
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