Communication in the classroom: Speech acts, managerial modes, and student learning
คำสำคัญ:
classroom interaction, classroom modes, communication, managerial, speech actsบทคัดย่อ
The purpose of this study is to explore the variety of speech acts used by an English teacher in an EFL classroom and their functions in facilitating student learning. The purpose is to identify the types of speech acts used by the teacher and their frequency, as well as to examine how they contribute to the learning process. Methodology: The study employed a qualitative approach, using Searle’s speech act model and Walsh’s SETT framework to analyze the teacher’s utterances. The data consisted of transcribed video recordings and interviews with the teacher. The speech acts were categorized into four types: directives, representatives, expressive, and commissive. Results: The results showed that the teacher predominantly used directives (59.59%), followed by representatives (31.48%), expressive (6.52%), and commissive (1.21%). The speech acts functioned mainly as managerial (41.84%) and material modes (43.29%), with a smaller proportion related to skill and system modes (12.72%) and classroom context modes (2.15%). Conclusion: This study highlights the importance of speech acts in EFL classroom interaction. The findings suggest that teachers predominantly use directives to manage the classroom and convey subject matter content. The study provides insight into the teacher’s discursive activities and has implications for teacher training and language teaching methodologies. Future research should investigate the effectiveness of speech acts in both receptive and productive skills classes, with a larger participant pool.
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