Speech Act Theory and Its Implications to English Teachers
Lei Chen, Qinghui Zhu, Zheqing Lei
Available Online January 2014.
- https://doi.org/10.2991/icmess-14.2014.6How to use a DOI?
- Speech Act Theory, Sociolinguistic competence, teaching approaches, Reading competence
- Briefly describe the Speech Act Theory and explain how language teachers benefit from the insights it provides into language use. Discuss whether and how these insights might be realized in teaching materials/strategies. It attempts to examine how the knowledge of SAT helps teachers understand what learners need to know to achieve communicative competence and how it can be realized in classes. Sociolinguistic competence is an important element of communicative competence and by raising learners’ awareness of using appropriate SAS with more communicative approaches. Finally it posits that reading competence should be included in communicative competence and through SA training, advanced students will learn to grasp an accurate indication of the author’s intention, which facilitates the overall communicative confidence of learners.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Lei Chen AU - Qinghui Zhu AU - Zheqing Lei PY - 2014/01 DA - 2014/01 TI - Speech Act Theory and Its Implications to English Teachers BT - 2014 International Conference on Management, Education and Social Science (ICMESS 2014) PB - Atlantis Press SP - 19 EP - 22 SN - 1951-6851 UR - https://doi.org/10.2991/icmess-14.2014.6 DO - https://doi.org/10.2991/icmess-14.2014.6 ID - Chen2014/01 ER -