Speech Act Theory 1

This material of speech Act Theory 1 is the first part of 3 parts of the speech act theory according my lecturing note and presentation on the subjects of discourse analysis in linguistics. My discourse analysis on speech act theory was base on review of the book “Approaches to Discourse” by Deborah Schiffrin, published by Blackwell in 1995. There are four parts in the chapter of Speech act theory; I make 3 parts separately publish in my blog. Speech act theory 1 is part 1 and an half of part 2. Part one of speech act theory 1 is introduction to speech act and an half of part two is about Defining Speech Act Theory, from Austin explanation. I make some example of the explanation in form of Bahasa Indonesia not in form of English language.

 This is introduction of SpeechAct Theory 1

“Pragmatics” books by George Yule Section 2

Section 2

Reading

“Pragmatics” books by George Yule

Chapter 1

Definition and Background

-          Text 1

Question:

            Do you think that pragmatics is the study of all action, or should it be limited to only certain action?

Answer: Yes, pragmatics is the study of all action. Pragmatics could be limited to only certain action in terms of spontaneous action. Some spontaneous actions have no meaning, such as cough, blink, sneeze, yawning or etc.

Pragmatics 2 and 5 Reference & Inference, Presupposition & Entailment, And Discourse & Culture

Pragmatics 2 and 5 Reference & Inference, Presupposition & Entailment, And Discourse & Culture

Function: asking, question

Language skill are, listening > speaking > reading > writing

What is Pragmatic? Pragmatics is study to politeness, such as the way how we introducing something to someone.

Psycholinguistics Characteristics of Speech

Section A10

Characteristics of Speech

Ø  We need to plan our pausing in conversation.

Ø  When we need a pausing in the writing form, then the point of pausing place is based on verb in the sentence.

For example:

“Yesterday, when my family and I, went to Jakarta, a first, we didn’t’ know what transport we had to choose, then, my father suggested that, we’d better go by train.”

Psycholinguistics theory Long Term Memory and Schema Theory

This Psycholinguistics theory is based on Psycholinguistics theory book of Psycholinguistics textbook John Field psycholinguistics book (a resource book for students) published by Routledege in 2003 page 38-43.

A11

Long Term Memory and Schema Theory, page 40

Ø  Types of schema should be used frequently.

Ø  Terms of three types of schema:

1. ‘World knowledge’: including encyclopedia knowledge, and previous knowledge of the speaker or writer.  In other words, general knowledge as mention in dictionary.
2. Knowledge built up from the text so far: a current meaning representation or knowledge acquiring after reading some text.
3. Previous experience (a text schema).

It was different in the speech act, when we talk in the class and talking in the bar.

Ø  Words knowledge serves to:

-          Provide a framework or understanding, the more we have experience, the more we have knowledge.

-          Enable predictions about the text, against which actual contents are matched.

-          Support recall (menopang ingatan).

Ø  Processing a text involves:

-          Setting up a representation of the text so far into which new information is constantly integrated.

o   Install and tidy up the previous one and presently.           

-          Determining what is/ is not important in the text.

Ø  Previous experience of a text type helps us to:

-          Recognize how information is likely to be distributed

-          Recognize how we should engage with the speaker or writer.

A schema framework

            When we read the passage and try to recall the passage, some people will have difficult to explain what they have read. The reason is, because the reader is lacked of schematic background to the passage that they have just read. Some reason also because the reader is never experienced about the passage.

            When we have good schematic background or many experience, we will be easy to recall something that are related to our background. For example: Someone will be easy recall the passage about camel, when he has experience or schematic background about camel previously.

Shared Knowledge

            Sharing the knowledge should be performed when the speaker need to inform some information to the listener. As consequently, when there is a similar knowledge between speakers to listener the conversation is coherence communicative.

A12

Exceptional Circumstance (kondisi luar biasa)

            This part is to support the work of general practitioners, psychiatrist and speech therapist.

            Exceptional circumstance could be explained as:

-          Studies of the effect of deafness or blindness upon language

-          Studies o language disorders where some aspect of linguistic processing is impaired

-          Studies of individual woth cognitive difficulties where at least parts of the language faculty are spared.

            Circumstances affect language in terms of delay acquisition (lambat bicara) and deviance from standard forms (menyebrang dari bentuk standar).

Sensory Impairment

-          Deafness

Teaching language to deafness is by teaching the sign language.

Prelinguistic deafness affects language in delayed acquisition.

-          Blindness

            Blind infants certainly appear to acquire a phonological system a little more slowly than is normal.

-          Language disorder (gangguan bahasa)

            Language disorder can acquire from the result of surgery, a stroke, an accident or old age. Some language disorders are:

o   Problems of fluency (masalah kefasihan)

According psychological aspect, this may result of shy or scare to speak some words.

According physiological aspect, its because of misoperation of the articulators. Physiological aspect is not part of psycholinguistics study, but in medical study.

o   Problems of written language

Dyslexia (difficult in reading)

Dysgraphia (difficult in writing)

Psycholinguistics Theory of Issues in Listening

This Psycholinguistics article on Psycholinguistics Theory of Issues in Listening is concern from Psycholinguistics textbook John Field psycholinguistics book (a resource book for students) published by Routledege in 2003. Some psycholinguistics pdf theory textbook was available in others resources (internet). This Psycholinguistics article were comes from my Psycholinguistics definition lecturing note study, particularly about Issues in Listening on page 38 (A9, Issues in Listening) to page 33 of the resource book.

This title of Psycholinguistics article is Psycholinguistics Theory of Issues in Listening

A9

Issues in Listening

Ø  Listening activity is not constructive.

Ø  Listening is very different in form from the word on the page.

Ø  Reading activity can refer to previously, because we can refer to our previous reading material, but listening is not. We only guess what we have listening before. Therefore, listening activity is not constructive.

CUPAK AND GRANTANG

Folktales from Indonesia, Bali. This story is a fairy tales as usual for kids stories from folklore generation to generation.

Retold by: 

Once upon a time somewhere in Bali there are brothers called Cupak and Grantang who are living in a small village far away from the 'city. Cupak is a big, ugly- and greedy man. Meanwhile his younger brother, Grantang has a very different appearance, attitude, also characteristics with Cupak. Grantang is a handsome, polite and generous young man. Cupak always cheating on his younger brother Grantang, but Grantang never complained about that. Grantang always does what his brother, told him, without trying to disobey all his orders. Even though Grantang keep trying to become a good brother, Cupak never care about him. Cupak is only caring about himself He always hungry and eat as much as he can without considering anybody else including Grantang.

One day when they go to the city to buy some food, they heard the rumor that the King's daughter had been kidnap by a big giant. That giant took the Princess into the forest. To save his daughter, the King then announces a contest to his people and people from others kingdoms, that any one, who can save his daughter will be rewarded. If a man he will make him his son in law by marrying his daughter and if a woman he will adopt her as his daughter. Of course this offer is attracting so many people. A lot of warriors are taking a part in the contest, including Cupak and Grantang. All of them then go to see the King and get his permission to try to save his daughter.