Special education of the republic of uzbekistan fergana state university

MINISTRY OF HIGHER AND SECONDARY
SPECIAL EDUCATION OF
THE REPUBLIC OF UZBEKISTAN


FERGANA STATE UNIVERSITY

Department: ________________________________

Chair: ________________________________

Group: ______________________________

COURSE WORK

Theme: _______________________________________

Teacher: _____________________________________

Student: __________________________________________________

Ferghana - 2023

CONTENT

INTRODUCTION TO SPEECH ACTS……………………………………….

CHAPTER I TEACHING SPEECH MOVEMENTS IN CONTEXT………

1. 
   Definition and types of speech acts…………………………………………..
   
2. 
   Importance of speech acts in communication ……………………………….
   
3. 
   Analysis of speech movements in life situations …………………………......
   

CHAPTER II. INTONATION, PROPER USE OF BODY LANGUAGE AND EXPRESSIONS IN CONVEYING SPEECH MOVEMENTS.…….......

2.1 Brief about the EFL class………………………........................................…..

2.2 Mistakes and shortcomings in teaching…………….............................………

CONCLUSION…………………………………….......................……………..

GLOSSARY……………………………………………………………………….

REFERENCES…………………………………………………………………….

INTRODUCTION
If speakers were always explicit about what they were doing, in the sense that they were clear about the illocutionary force of their utterances, then speech act theory would offer the most powerful account of communication. But speakers are often unclear about what they are doing; they are typically indirect, multifunctional and vague about the purpose of their utterance. A speaker’s utterance does not always have a clear indicator of what its function is, and even the use of a simple performative verb does not guarantee the illocutionary force of an utterance. The illocutionary force of a speech act is easier to identify in highly conventional contexts such as wedding ceremonies, courts of law and games.
Most scholars have worked to classify illocutionary acts in terms of the recognizable intent of the speaker. The recognizable intent is an effectiveness criterion because illocutionary force is achieved when the hearer recognizes what the speaker intended to say or do. The hearer does not have to understand, agree with, or be affected by the utterance; the hearer must simply understand the speaker’s purpose in uttering something. Bach and Harnish in their book “Linguistic communication
and speech acts” (Cambridge, 1979) argued for the communicative nature of illocutionary acts by suggesting a set of speech acts where the speaker expresses his or her intent to influence the hearer in some way as well as expressing an attitude about the subject matter of the utterance. Bach and Harnish suggested four categories of illocutionary acts that are communicative in nature.
The first is constatives – acts that reveal the speaker’s beliefs or knowledge state and have the hearer accepting these beliefs or knowledge states as their main intention. Suggesting, describing, informing and predicting are examples of constatives. In each case the speaker is trying to put the hearer into the same knowledge state as himself.
When the speaker is trying to induce a hearer to action and provides motivation for the action, then the speaker is using directive speech acts. Directives include advice, prohibitions and suggestions. The speaker wants the hearer to do something and is providing reasons, information and motivation for the action. The third type of communicative illocutionary act are commissives. These are when the speaker is
agreeing or obligating himself to do something for the hearer in the future. Promises and offers are examples of commissives. The speaker is by uttering the act committing himself to some future action. The last category is termed acknowledgements and these include acts such as thanking, congratulating and apologizing. Acknowledgements are when the speaker is communicating emotions or feelings that he or she wants the hearer to understand. Searle (1969) worked to specify the criteria involved in identifying a speech act and the situation in which that act “counts” as performing a function. He began by stating that normal communication conditions must occur, that is the speaker and hearer must share a common language, both must be able to hear, and so on. From these basic assumptions Searle extracted what he called constitutive rules for the performance of a particular speech act. The following is an example of the necessary conditions for the act of “warning”.
1. Preparatory condition. Hearer has reasons to believe the event will occur and is not in the hearer’s interest. If it is not obvious to both speaker and hearer that event will occur.
2. Sincerity condition. Speaker believes the event will occur and is not in the hearer’s best interest.
3. Essential condition. Counts as an undertaking that the event is not in the hearer’s interest.
A speaker might say, e.g., “If you don’t organize your expense receipts,
then you will have trouble at tax time.” This utterance would count as a warning because it meets the three conditions just stated. The hearer believes that he or she will have trouble at tax time and that this is undesirable. Both the speaker and hearer recognize that trouble at tax time is not obvious and can be avoided (preparatory condition). The speaker genuinely believes that trouble at tax time is not in the
hearer’s best interest (sincerity condition). And if trouble at tax time is not in the hearer’s best interest then the utterance counts as a warning (essential condition). The essential condition is the most important because it is what distinguishes a “warning” from “advice”. An event that is not in the hearer’s interest is a warning but if the event is in the hearer’s best interest then the speech act counts as advice.
Any expression which serves to identify any thing, process, event, action, or any other kind of “individual” or “particular” is a referring expression. Referring expressions point to particular things, answering the questions “Who?”, “What?”, “Which?”. Reference is a speech act, and speech acts are performed by speakers in uttering words, not by words. Examples of singular definite referring expressions are: “you”, “the battle of Waterloo”, “our copy of yesterday’s newspaper”, “the constellation of Orion”. It is characteristic of each of these expressions that their utterance serves to pick out or identify one “object” or “entity” or “particular” apart from other objects, about which the speaker then goes on to say something or ask some questions. To sum up: the speech act of referring is to be explained by giving examples of paradigmatic referring expressions, by explaining the function which the utterance of these expressions serves in the complete speech act (the illocutionary act) and by contrasting the use of these expressions with other ones. Paradigmatic referring expressions in English fall into three classes as far as the surface structure of English sentences is concerned: proper names, nouns beginning with the definite article or a possessive pronoun or noun and followed by a singular noun or pronouns. The uttering of a referring expression characteristically serves to pick out or identify a particular object apart from other objects.
Writing is a crucial skill that will benefit the rest of the students’ lives.
Introducing and practicing writing with attractive activities in schools, could
increase students’ confidence and they will fall in love with writing in a long run.
Immediately, writing skills are vital for lower primary students to continue learning
in all academic areas, communication and self-expression.
Writing exercises in schools promote the improvement of penmanship as well
as overall academic development through troubleshooting and critical thinking. The
writing process also is applicable to other areas such as Mathematics and Sciences,
where the learned traits of planning, research and review is applied as well. General
knowledge and vocabulary are also improved as a subsequent effect.