Conversational Analysis: Types and Function of Speech Acts in EFL Classroom Interactions

Hieronimus Canggung Darong

Abstract


Understanding speech act production in EFL classroom interactions is crucial for enhancing teaching effectiveness and student engagement, as it sheds light on how language is used to convey meaning and manage social interactions in the learning environment. The purpose of this study was to analyze the speech act types and functions that were used by an EFL teacher and their students during classroom interactions. Observational data was collected and analyzed according to Conversation Analysis standards (CA). The findings of the study revealed that the types of speech acts produced by the teacher and students were influenced by their respective roles and statuses. Although the students produced fewer speech acts, they served the same functions as the teacher's speech acts in terms of controlling and managing classroom interactions. As a result, the speech acts of both the students and teacher distributed authority in different ways during turn-taking and commodity exchanges. The practical knowledge and pedagogical use of the teacher-student relationship as a unique social event in the classroom context has the potential to effectively manage classroom interactions.

Keywords


Conversational analysis; Authority; Speech acts; Classroom interaction; Learning environment;

Full Text:

FULL PDF

References


Austin, J.L. (1962). How to Do Things with Words, Oxford, Oxford University Press.

Azhari, A.S., Priono, & Nuriadi (2018). Speech Acts of Classroom Interaction. International Journal of Linguistics, Literature and Culture, 4(2), 24-45. Available online at https://sloap.org/journals/index.php/ijllc/

Babaii, E., Parsazadeh, A., & Moradi, H. (2018). The Question of Power in Language Classes from a Critical Discourse Analysis Perspective Once a student, always a student ? Pragmatics and Society, 8(4), 542–570. https://doi.org/10.1075/ps.8.4.04bab

Bach, K., & Harnish, R. (1979). Linguistic Communication and Speech Acts. Cambridge: MIT Press.

Bahing, Emzir, & Rafli, Z. (2018). English Speech Acts of Illocutionary Force in Class Interaction. Advances in Language and Literary Studies, 9(3), 113–119. https://doi.org/https://doi.org/10.7575/aiac.alls.v.9n.3p.113

Bardovi-harlig, K., Mossman, S., &, & Su, Y. (2017). The Effect of Corpus-based Instruction on Pragmatic Routines. Language Learning & Technology, 21(3), 76–103.

Boyd, M. P. (2015). Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom. Journal of Literacy Research, 47(3), 370–404. https://doi.org/10.1177/1086296X16632451

Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University

Press.

Cancino, M. (2015). Assessing Learning Opportunities in EFL Classroom Interaction : What Can Conversation Analysis Tell Us ? RELC Journal, 46(2), 115–129. https://doi.org/10.1177/0033688214568109

Canh, L. Van, & Renandya, W. A. (2017). Teachers ’ English Proficiency and Classroom Language Use : A Conversation Analysis Study. RELC Journal, 48(1), 67–81. https://doi.org/10.1177/0033688217690935

Carassa, A., & Colombetti, M. (2015). Interpersonal Communication as Social Action. Philosophy of the Social Sciences, 45(4–5), 407–423. https://doi.org/10.1177/0048393115580265

Carr, C. T., Schrock, D. B., & Dauterman, P. (2012). Speech Acts within Facebook Status Messages. Journal of Language and Social Psychology, 31(2), 176–196. https://doi.org/10.1177/0261927X12438535

Christison, M. (2018). Speech Act Theory and Teaching Speaking. The TESOL Encyclopedia of English Language Teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0712

Claessens, L. C. A., Tartwijk, J. Van, Want, A. C. Van Der, Helena, J. M., Verloop, N., Brok, P. J. D. & Wubbels, T. (2016). Positive Teacher-student Relationships Go beyond the Classroom , Problematic Ones Stay Inside. The Journal of Educational Research, 110(5), 478–493. https://doi.org/10.1080/00220671.2015.1129595

Cohen, A. D. (2015). Teaching Pragmatics in the Foreign Language Classroom : Grammar as a Communicative Resource, (July). https://doi.org/10.2307/41756418

Coulthard, M. 1985. An Introduction to Discourse Analysis. Essex: Longman

Group, Ltd.

Couper, G., & Watkins, A. (2016). Teaching the Sociocultural Norms of an Undergraduate Community of Practice. Tesol Journal, 7(1), 4–39. https://doi.org/10.1002/tesj.187

Darong, H. C. (2020). Pragmatic Strategy of Indonesian English Teachers in Questioning. JELTL (Journal of English Language Teaching and Linguistics), 5(2), 145–162. https://doi.org/(doi: 10.21462/jeltl.v5i2.398)

Darong, H. C. (2021). Interpersonal Function of Joe Biden’s Victory Speech (Systemic Functional Linguistics View). Journal of Educational Research and Evaluation Volume, 5(1), 57–66. Retrieved from https://ejournal.undiksha.ac.id/index.php/JERE%0AInterpersonal

Darong, H. C., Kadarisman, A. E., & Basthomi, Y. (2020). Politeness Markers in Teachers’ Request in Classroom Interactions. Nobel, Journal of Literature and Language Teaching, 11(2), 217–233. https://doi.org/10.15642/NOBEL.2020.11.2.217-233

Darong, H. C., Kadarisman, A. E., Basthomi, Y., Suryati, N., Hidayati, M., & Niman, E. . (2020). What Aspects of Questions Do Teachers Give Attention To? International Journal of Innovation, Creativity and Change, 10(11), 191–208.

Darong, H. C., Niman, E. M., Su, Y. R., & Fatmawati. (2021). Pragmatic Function of Questioning Act in EFL Classroom Interaction. In : 1st ICEHHA (pp. 1–16). Ruteng: EUDL (European Digital Library). https://doi.org/10.4108/eai.3-6-2021.2310650

Economidou-kogetsidis, M. (2015). Teaching Email Politeness in the EFL / ESL Classroom. ELT Journal, 69(4), 415–424. https://doi.org/10.1093/elt/ccv031

Eshghinejad, S., & Moini, M. R. (2016). Politeness Strategies Used in Text Messaging : Pragmatic Competence in an Asymmetrical Power Relation of Teacher – Student, 2016. https://doi.org/10.1177/2158244016632288

Ghafarpour, H. (2016). Classroom Conversation Analysis and Critical Reflective Practice : Self-evaluation of Teacher Talk Framework in Focus. RELC Journal, 48(2), 210–225. https://doi.org/10.1177/0033688216631173

Hafifah, M. (2020). Constative and Performative Utterances in Jokowi’s Speeches. Wahana Inovasi, 9(1), 85-91. Available online at: https://jurnal.uisu.ac.id/index.php/wahana/article/view/2649

Holmes, J. (2000). Politeness, power and provocation: how humor functions in the workplace. Discourse Studies, 2(2), 159–185. https://doi.org/doi.org/10.1177/1461445600002002002

Hosoda, Y. (2015). Teacher Deployment of ‘ oh ’ in Known-answer Question Sequences. Classroom Discourse, 7(1), 58–84. https://doi.org/10.1080/19463014.2015.1099111

Husna, A, Rahman, A, & Abduh, A. (2022). Analysis of Speech Acts Used by EFL Teachers in Class Interaction: A Case Study at High School Bosowa Makassar. Pinisi Journal of Art, Humanity and Social Studies, 2(5), 177-184. https://ojs.unm.ac.id/PJAHSS/article/view/36747

Ingram, J., & Elliott, V. (2015). A Critical Analysis of the Role of Wait Time in Classroom Interactions and the Effects on Student and Teacher Interactional Behaviours. Cambridge Journal of Education, 46(1), 37–53. https://doi.org/10.1080/0305764X.2015.1009365

Lam, D. M. K. (2018). What Counts as “ Responding ”? Contingency on PreviousSspeaker Contribution as a Feature of Interactional Competence. Language Testing, 35(3), 377–401. https://doi.org/10.1177/0265532218758126

Limberg, H. (2015). Principles for Pragmatics Teaching : Apologies in the EFL Alassroom. ELT Journal Volume, 69(3), 275–285. https://doi.org/10.1093/elt/ccv012

Limberg, H. (2016). Teaching How to Apologize : EFL Textbooks and Pragmatic Input. Language Teaching Research, 20(6), 700–718. https://doi.org/10.1177/1362168815590695

Lin, C. (2015). An Exploratory Comparison of the Use of Modifiers by Native Speakers of English and Mandarin Chinese in Academic Lectures. Text&Talk, 35(1), 77–100. https://doi.org/10.1515/text-2014-0027

Manik, S., & Hutagaol, J. (2015). An Analysis on Teachers ’ Politeness Strategy and Student ’ s Compliance in Teaching Learning Process at SD Negeri 024184 Binjai Timur Binjai – North Sumatra-Indonesia. English Language Teaching, 8(8), 152–170. https://doi.org/10.5539/elt.v8n8p152

Marie, A. & Rohan, B. (2011). Using Conversation Analysis in the Second Language Classroom to Teach Interactional Competence. Language Teaching Research, 15(4), 479-507. https://doi.org/10.1177/1362168811412878

Martínez-flor, A. (2013). Classroom Research on Pragmatics. The Encyclopedia of Applied Linguistics, 1–6. https://doi.org/10.1002/9781405198431.wbeal0133

Meihami, H., & Khanlarzadeh, M. (2015). Pragmatic Content in Global and Local ELT Textbooks : A Micro Analysis Study. SAGE Open, 1–10. https://doi.org/10.1177/2158244015615168

Nguyen, D., Liakata, M., Dedeo, S., Eisenstein, J., Mimno, D., Tromble, R., & Winters, J. (2020). How We Do Things With Words: Analyzing Text as Social and Cultural Data. Review, 3(August), 1–14. https://doi.org/10.3389/frai.2020.00062

Nicholas, A. (2015). A Concept-based Approach to Teaching Speech Acts in the EFL Classroom. ELT Journal Volume, 69(4), 383–394. https://doi.org/10.1093/elt/ccv034

Nisa, L.K., & Abduh, M. (2022). Directive Speech Acts Analysis in Teacher and Student Interaction during Thematic Learning in Elementary School. Jurnal Penelitian dan Pengembangan Pendidikan. 6(2), 286-294. https://doi.org/10.23887/jppp.v6i2.49372

Ren, J., & Gao, X. (2012). Negative Pragmatic Transfer in Chinese Students’ Complimentary Speech Acts. Psychological Reports, 110(1), 149–165. https://doi.org/10.2466/07.17.21.28.PR0.110.1.149-165

Saleem, T., Anjum, U., & Tahir, S. (2021). The Sociopragmatic and Pragmalinguistic Strategies in L2 Pragmatic Competence : A Case of Pakistani ESL Learners. Journal of Intercultural Communication Research, 50(2), 1–22. https://doi.org/10.1080/17475759.2021.1877176

Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language. London: Cambridge

University Press.

Siegel, J. (2015). Using Speech Act Sets to Inform Study Abroad Instruction. The Language Teacher, 39(6), 3–9.

Siegel, J. (2016). Pragmatic Activities for the Speaking Classroom. English Teaching Forum, 1–8.

Sumedi, S.H. & Rovino, D. (2020). Speech Act Analysis of English Teacher Talk at SMP Negeri 1 Rangkasbitung. Journal of English Language and Culture, 10(2), 121-131. http://dx.doi.org/10.30813/jelc.v10i2.2142

Sundh, L. (2017). The function of Teacher Questions in EFL Classroom Activities in Cambodia: A conversation Analytic Study. Department of English Individual Research Project (EN04GY), 1–32.

Suryandani, P.D. & Budasi, I.G. (2021). An Analysis of Directive Speech Acts Produced by Teachers in EFL Classroom. Journal of English Language and Culture, 12(2), 36-45. http://dx.doi.org/10.30813/jelc.v12i1.2823

Taguchi, N. (2012). The Effects of Practice Modality on Pragmatic Development in L2 Chinese. https://doi.org/10.1111/j.1540-4781.2014.12123.x

Taguchi, N. (2018). Description and Explanation of Pragmatic Development : Quantitative, Qualitative, and Mixed Methods Research. System, in Press, 1–10.

Taguchi, N., Xiao, F., & Li, S. (2016). Effects of Intercultural Competence and Social Contact on Speech Act Production in a Chinese Study Abroad Context. The Modern Language Journa, 100(4), 1–22. https://doi.org/10.1111/modl.12349

Tajeddin, Z. (2012). Interlanguage Pragmatic Motivation : Its Construct and Impact on Speech Act Production. RELC Journal, 43(3), 353–372. https://doi.org/10.1177/0033688212468481

Tajeddin, Z., & Moghadam, A. Z. (2012). Interlanguage Pragmatic Motivation : Its Construct and Impact on Speech Act Production. RELC Journal, 43(3), 353–372. https://doi.org/10.1177/0033688212468481

Tajeddin, Z., & Pezeshki, M. (2014). Acquisition of Politeness Markers in an EFL Context : Impact of Input Enhancement and Output Tasks. RELC Journal, 45(3), 269–286. https://doi.org/10.1177/0033688214555357

Tamimi Sa’d, S., & Mohammadi, M. (2014). A cross-sectional study of Iranian EFL learners’ polite and impolite apologies Seyyed. Journal of Language and Linguistic Studies, 10(1), 119–136.

Thi, M., Nguyen, T., Pham, H. T., & Pham, T. M. (2015). The Effects of Input Enhancement and Recasts on the Development of Second Language Pragmatic Competence. Innovation in Language Learning and Teaching, (April 2015), 37–41. https://doi.org/10.1080/17501229.2015.1026907

Thuy, T., Nguyen, M., Hanh, T., & Tam, M. (2012). The Relative Effects of Explicit and Implicit Form-focused Instruction on the Development of L2 Pragmatic Competence. Journal of Pragmatics, 44(4), 416–434. https://doi.org/10.1016/j.pragma.2012.01.003

Tromp, J., Hagoort, P., & Meyer, A. S. (2016). Pupillometry reveals Increased Pupil Size during Indirect Request Comprehension. The Quarterly Journal of Experimental Psychology, 69(6), 1093–1108. https://doi.org/10.1080/17470218.2015.1065282

Trosborg, A. 1994. Interlanguage Pragmatics: Requests, Complaints And Apologies. New York: Mouton De Gruyter.

Wijayanto, A., Prasetyarini, A., & Hikmat, M. H. (2017). Impoliteness in EFL : Foreign Language Learners ’ Complaining Behaviors Across Social Distance and Status Levels. SAGE Open, (July-September), 1–15. https://doi.org/10.1177/2158244017732816

Yazdanfar, S., & Bonyadi, A. (2016). Request Strategies in Everyday Interactions of Persian and English Speakers. SAGE Open, (October-December), 1–11. https://doi.org/10.1177/2158244016679473

Bahing, Emzir, & Rafli, Z. (2018). English Speech Acts of Illocutionary Force in Class Interaction. Advances in Language and Literary Studies, 9(3), 113–119. https://doi.org/https://doi.org/10.7575/aiac.alls.v.9n.3p.113

Boyd, M. P. (2015). Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom. Journal of Literacy Research, 47(3), 370–404. https://doi.org/10.1177/1086296X16632451

Yetty, (2018). Politeness Strategy on Social Interaction Used by Munanese. ELS Journal on Interdisciplinary Studies in Humanities, 1(1), 59–65. https://doi.org/10.34050/els-jish.v1i1.4043

Youn, S. J. (2014). Validity A rgument for Assessing L2 Pragmatics in Interaction Using Mixed Methods. Language Testing, 1–27. https://doi.org/10.1177/0265532214557113

Zhu, W. (2012). Polite Requestive Strategies in Emails : An Investigation of Pragmatic Competence of Chinese EFL Learners. RELC Journal, 43(2), 217–238. https://doi.org/10.1177/0033688212449936




DOI: https://doi.org/10.33394/jollt.v12i3.11001

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Hieronimus Canggung Darong

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.