The present study investigates the preferred strategies of the speech act of complaint by Malaysian ESL learners. The subjects were selected from Malaysian university students majoring in English at University Sains M...The present study investigates the preferred strategies of the speech act of complaint by Malaysian ESL learners. The subjects were selected from Malaysian university students majoring in English at University Sains Malaysia. Data were collected through an open-ended questionnaire in the form of a discourse completion task and a semi-structured interview. The responses were analyzed based on Rinnert and Nogami＇s （2006） taxonomy of the speech act of complaint to examine the main components of complaint, the level of directness and the degree of mitigation. It is anticipated that the findings will be able to provide valuable insights into teaching and learning English in non-native settings.展开更多
Judging from the references, Chinese scholars have dozens of terminology translations on the British analytic philosopher Austin’s locutionary act, illocutionary act and perlocutionary act. There is no unified transl...Judging from the references, Chinese scholars have dozens of terminology translations on the British analytic philosopher Austin’s locutionary act, illocutionary act and perlocutionary act. There is no unified translation for it, and scholars did not cause enough attention to this. Thus teachers use the terms in the classroom inconsistently, resulting in doctoral students, graduates and undergraduates writing dissertations in confusion and chaos. This paper reviews and trims 25 frequently -used terminology translations of Speech Act Tripartite Model since 1955. Furthermore, some suggestions on Chinese terminology translations of it are put forward as well.展开更多
Truth-conditional approaches to tense and other temporal expressions have relied on both linear-time and branching-time frameworks as needed. However, in the truth-conditional enterprise generally, it seems advisable ...Truth-conditional approaches to tense and other temporal expressions have relied on both linear-time and branching-time frameworks as needed. However, in the truth-conditional enterprise generally, it seems advisable to settle on a single depiction of time. Linear time is the simpler framework, and branching time faces difficulties for which we seem to have no immediate solutions. This paper defends the applicability of linear time. The apparent branching of time results from the use of speech acts other than factual assertion. Truth in correspondence with specific conditions is relevant when making factual assertions. However, we are in no epistemic position to advance factual assertions about the future, but only suppositions and predictions. For these, the truth-conditional content is employed differently. For suppositions and predictions, we only ＂pretend＂ to reference things, to assert facts, and to accept them as ＂true.＂ There is a wide array of alternatives about what we can suppose or predict, giving the impression of branching options. Suppositions and predictions under active consideration are often marked with present tense, whereas those that are inactive （not presently under active consideration but nonetheless relevant） are often marked with past tense.展开更多
Language teaching is a combination of teaching syntax, content of language in use, and the social background of that language. As the study of the act in speech, speech acts naturally exist in social and interpersonal...Language teaching is a combination of teaching syntax, content of language in use, and the social background of that language. As the study of the act in speech, speech acts naturally exist in social and interpersonal discourses. Thus it is of vital importance to let language learners to acquire its concept and principles. This paper is a brief introduction to the theories and approaches on speech acts as well as its application for ELT pedagogy. The paper is made up of three parts. In the first part, former investigations and theories on speech acts would be introduced and discussed. The second part is a discussion on communicative competence in English language teaching. In the third part, two sample tasks of implicit pedagogy for speech acts would be introduced. A conclusion of teaching speech acts implicitly is given out in the fourth part.展开更多
Nowadays researchers working in various fields study the issues of argument. They represent different approaches which distinguish with theoretical and practical comprehension of argument problems. Informal study of a...Nowadays researchers working in various fields study the issues of argument. They represent different approaches which distinguish with theoretical and practical comprehension of argument problems. Informal study of argument is one of the approaches. The key reason of its appearance was the criticism of formal logic in the late 20th century. Researchers consider the argument from the different point of view. Formal dialectics and pragma-dialectics were based on dialectics. Contemporary rhetorical theories of argument were created on the rhetorical grounds; theory of speech acts on the basis of practical philosophy etc.. This paper is devoted to some theoretical problems of informal logic which was formed on the logic background in the late 70＇s. In spite of numerous papers, books, and text-books on informal logic published over the last thirty years, logicians has not achieved consensus so far on many issues. Among the numerous problems are： what is the subject matter of informal logic？ Does informal logic belong to the realm of logic？ Is it applied epistemology？ What is a real argument？ And what are the criteria for evaluating of such arguments？展开更多
文摘The present study investigates the preferred strategies of the speech act of complaint by Malaysian ESL learners. The subjects were selected from Malaysian university students majoring in English at University Sains Malaysia. Data were collected through an open-ended questionnaire in the form of a discourse completion task and a semi-structured interview. The responses were analyzed based on Rinnert and Nogami＇s （2006） taxonomy of the speech act of complaint to examine the main components of complaint, the level of directness and the degree of mitigation. It is anticipated that the findings will be able to provide valuable insights into teaching and learning English in non-native settings.
文摘Judging from the references, Chinese scholars have dozens of terminology translations on the British analytic philosopher Austin’s locutionary act, illocutionary act and perlocutionary act. There is no unified translation for it, and scholars did not cause enough attention to this. Thus teachers use the terms in the classroom inconsistently, resulting in doctoral students, graduates and undergraduates writing dissertations in confusion and chaos. This paper reviews and trims 25 frequently -used terminology translations of Speech Act Tripartite Model since 1955. Furthermore, some suggestions on Chinese terminology translations of it are put forward as well.
文摘Truth-conditional approaches to tense and other temporal expressions have relied on both linear-time and branching-time frameworks as needed. However, in the truth-conditional enterprise generally, it seems advisable to settle on a single depiction of time. Linear time is the simpler framework, and branching time faces difficulties for which we seem to have no immediate solutions. This paper defends the applicability of linear time. The apparent branching of time results from the use of speech acts other than factual assertion. Truth in correspondence with specific conditions is relevant when making factual assertions. However, we are in no epistemic position to advance factual assertions about the future, but only suppositions and predictions. For these, the truth-conditional content is employed differently. For suppositions and predictions, we only ＂pretend＂ to reference things, to assert facts, and to accept them as ＂true.＂ There is a wide array of alternatives about what we can suppose or predict, giving the impression of branching options. Suppositions and predictions under active consideration are often marked with present tense, whereas those that are inactive （not presently under active consideration but nonetheless relevant） are often marked with past tense.
文摘Language teaching is a combination of teaching syntax, content of language in use, and the social background of that language. As the study of the act in speech, speech acts naturally exist in social and interpersonal discourses. Thus it is of vital importance to let language learners to acquire its concept and principles. This paper is a brief introduction to the theories and approaches on speech acts as well as its application for ELT pedagogy. The paper is made up of three parts. In the first part, former investigations and theories on speech acts would be introduced and discussed. The second part is a discussion on communicative competence in English language teaching. In the third part, two sample tasks of implicit pedagogy for speech acts would be introduced. A conclusion of teaching speech acts implicitly is given out in the fourth part.
文摘Nowadays researchers working in various fields study the issues of argument. They represent different approaches which distinguish with theoretical and practical comprehension of argument problems. Informal study of argument is one of the approaches. The key reason of its appearance was the criticism of formal logic in the late 20th century. Researchers consider the argument from the different point of view. Formal dialectics and pragma-dialectics were based on dialectics. Contemporary rhetorical theories of argument were created on the rhetorical grounds; theory of speech acts on the basis of practical philosophy etc.. This paper is devoted to some theoretical problems of informal logic which was formed on the logic background in the late 70＇s. In spite of numerous papers, books, and text-books on informal logic published over the last thirty years, logicians has not achieved consensus so far on many issues. Among the numerous problems are： what is the subject matter of informal logic？ Does informal logic belong to the realm of logic？ Is it applied epistemology？ What is a real argument？ And what are the criteria for evaluating of such arguments？
