Oral Communication_Lesson 1_What Are Speech Acts.

Speech acts

1. Lesson 1 What Are Speech Acts?

2. Respond appropriately and effectively to a speech act (EN11/12OC-Ifj-20). 1

3. identify the two types of utterances; and distinguish the type of utterances in conversations and other forms of discourse.

4. How do speech acts affect communication?

5. “It’s warm in here,” says a student coming into the classroom. Give the following: literal meaning underlying meaning action that could be done based on the statement

6. Review What do you know about the following words? communication utterances interlocutor

7. Speech Act Theory proposed by John Langshaw Austin in 1962 further developed by John Rogers Searle in 1969 concerned with what the speaker means—which is his or her intention — when he or she says something rather than what the utterance literally means in a language

8. Speech Act Theory regards language as a sort of action instead of as a medium for conveying and expressing ideas states that the very basic unit of communication is the production or issuance of words, symbols, and sentences; these establish the mutual understanding between people and what they intend to communicate

9. Kinds of Utterances Constative utterances describe a situation or insinuate assertions. Examples: “She can write.” “Tahani is getting married.” “The weather seems fine.”

10. Performative utterances are words that incite action. Examples: “Leave.” “I order you to keep silent.” “Submit your project now.”

11. Identify whether the given sentence is a constative or performative utterance. Please pass the rice. Eleanor explained Kierkegaard’s philosophy to Michael. Have a seat. The internet connection is so slow. Someone’s eaten all the cake.

12. You’re a great doctor. It’s her birthday tomorrow. Give an example of a constative utterance. Jason is coming for the event. Listen carefully.

13. Give five examples each for constatives and performatives. Constatives Performatives 1 1 2 2 3 3 4 4 5 5

14. Values Integration The speech act theory states that to speak is to act. Whenever we say or utter something, we do it for certain intentions. However, we still happen to misinterpret or misunderstand things. What values should we inhibit in order to prevent misunderstanding whenever we communicate?

15. Slogan Making: No to Single-Use Plastics The class will be divided into two groups: performatives and constatives. Each student under the two major groups will create a slogan advocating the given theme above (no to single-use plastics). Note that your slogan must be adherent to the kind of utterance assigned to the group you belong in. Write your output creatively on a short bond paper.

16. Criteria Beginning (1 point) Developing (2 points) Accomplished (3 points) Score Craftsmanship The slogan is distractingly messy. The slogan is acceptably attractive though it may be a bit messy. The slogan is exceptionally attractive in terms of neatness, well constructed, and not messy. Creativity The slogan does not reflect any degree of creativity. The slogan is creative and some thought was put into decorating it. The slogan is exceptionally creative. A lot of thought and effort was used to make the banner.

17. Criteria Beginning (1 point) Developing (2 points) Accomplished (3 points) Score Originality The student did not use new ideas and originality to create the slogan. The students exhibited average use of new ideas and originality to create the slogan. The student exhibited exceptional use of new ideas and originality to create the slogan. Relevance to the theme The slogan does not reflect the type of utterance assigned and has no relevance to the theme. The slogan slightly reflects the type of utterances and is somehow relevant to the theme. The slogan strongly reflects the correct type of utterance and is significantly relevant to the theme. Total Score:

18. Below is a chart with three verbs. Use each verb to create both a performative utterance and a constative utterance. Assignment know P: C: promise P: C: apologize P: C: