Analysing Conversation 2

Question 1

Idea NOT expressed by Grice’s maxims

Answer 1

Communication not just about giving factual information to other people, also about DOING THINGS eg. persuading/naming/promising

Question 2

Idea NOT expressed by Grice’s maxims

Answer 2

Communication not just about giving factual information to other people, also about DOING THINGS

Question 3

KEY PEOPLE

Answer 3

1. J. L. Austin STARTED theory of Performatives and developed into Speech Act theory
2. J. Searle Created a much more developed, refined version of Speech-Act theory

Question 4

Performatives vs Statements “constatives”

Answer 4

Performatives = to do with ‘doing’ things eg. persuading/naming/promising/presenting/banning
-> these words have clear behavioural effects

Statements/constatives = seen as JUST giving information
eg. I am a student. I have red hair etc

Question 5

Types of Performative

Answer 5

Ritual performatives eg I baptise you/ I bequeath you

Everyday performatives eg. I apologise / I promise

Special types of performative:
- done by MORE than ONE person eg. group performatives as group decisions
I bet you (MUST BE A COLLABORATIVE PERFORMATIVE)

Question 6

Felicity Conditions

Answer 6

Rather than be true or false Performatives are either felicitous or infelicitous

Question 7

Being felicitous

Answer 7

Having the right intention and sometimes the right take-up/follow through action eg. promise to future action

Question 8

Speech Act Theory

Answer 8

Perfomative/constative distinction seen to be TOO SIMPLISTIC

Instead more complex, THREE LEVEL MODEL of speech acts in which every speech act has the following THREE COMPONENTS was devised:

1. Locutionary act/locution
2. Illocutionary act/illocutionary force
3. Perlocutionary act/perlocutionary effect

Question 9

Locutionary act/locution

Answer 9

The lcotionary act PROVIDES MEANING based on phonology, semantics and syntax
(speakers must organise written letter and words, phrases and sentences into some kind of recgnisable and coherent shape)

Question 10

Illocutionary act/illocutionary force

Answer 10

= the utterance we produce has TO DO SOMETHING

what are you TRYING TO DO WITH THOSE WORDS eg. warn/describe/state

Question 11

Perlocutionary act/perlocutionary effect

Answer 11

= the effect of the communcation on the listener/hearer

Question 12

Direct/Indirect Speech Acts

Answer 12

Direct Speech Act = the form (locution) is the stereotypical form for the intended illocution

Indirect Speech act = the form (locution) is NOT the stereotypical form for the intended illocution

Question 13

Direct Speech Act Types:

Answer 13

Declarative statement -> asserting eg. I live in Glasgow

Interrogative -> asking for info

Imperative -> commanding/ordering

Question 14

Indirect Speech Act Example

Answer 14

it’s cold - statement

heating on - request/order

Question 15

Why is Speech Act theory important?

Answer 15

Speech Act theory challenges traditional philosophical idea that sees language only in terms of providing info
ALLOWS us to account for full range of language FUNCTIONS

Question 16

Applications of Speech Act Theory

Answer 16

Politeness

Misunderstandings

Children’s Language Learning

Cross Cultural Differences

Special Effects in Literature eg. humour

Question 17

Politeness

Answer 17

Degrees of directness/indirectness may be perceived as more confrontational/polite

Direct vs Embedded speech act

Question 18

Misunderstandings

Answer 18

Locution: would you like to leave your bag? Interrogative
Intended Illocution: Would you please leave your bag (Imperative)

Cross-cultural differences

Question 19

Children’s Language Learning

Answer 19

Kids begin by using one-word holophrases, adults must guess what the intended illocutionary force of the holophrases are.