speech act

From the point of view of the science of semantics, eltefat means departure from what is expected as a natural form, and from the point of view of innovative science, rhetorical change deepens this meaning, and this method is one of the characteristics of the Qur'anic discourse, which, with the information structure of the discourse, constructs the originality and perspective. The speaker has a link. The main components of speech act in this industry are classified in three levels: listening, speaking and speaking. The present study tries to use the descriptive-analytical method and based on the definition of semantics of , eltefat and the use of speech act components, to deal with the typology of the application of this industry and to examine the content and situational context of the text of , eltefat verses in the Holy Quran in the translation of Nasser Makarem Shirazi. To answer these two questions, which of these three components is used more in , eltefat of the Holy Qur'an and how did Makarem Shirazi transfer its translation? The findings of the research show that among the three components of speech act: the speaking level is the most frequent and the speaking level is the least frequent, and Makarem Shirazi translated the verses based on the art of alliteration and word for word, and in some verses, he avoided the translation of alliteration.

Analytical philosophers have long sought to study the phenomena of language from semantic, epistemological, and philosophical perspectives. The study of linguistic or spoken verbs is one of the most critical topics in the philosophy of language and analysis, which was introduced by John Rogers Searle after completing and formulating the theories of his teacher, Austin. In examining propositions and utterances, Austin refers to the speech act theory that Searle has completed. Due to the speech act theory, in communication, fragments, comprising words and grammatical structures, are produced, which alone are not enough to express the meaning of the speaker. In other words, in the process of communication, the speaker also performs act through excerpts. Searle divides these acts into five major categories. By examining the types of speech act of the speaker, it is possible to determine the distribution of power, the influence of social context and structure, the type of personality and social status of the parties. The target of the current article is to examine the types of speech acts from Searle and Austin's point of view in the stories of "Ejarekhane", "Yek Zan-e khoshbakht" and "Rosvayi" from the Bozorg Alavi to the position of the characters' power in relation to each other and the reasons for their use. Their words should be analyzed and determined based on the type of personality and social status of each one

Analytical philosophers have long sought to study the phenomena of language from semantic, epistemological, and philosophical perspectives. The study of linguistic or spoken verbs is one of the most critical topics in the philosophy of language and analysis, which was introduced by John Rogers Searle after completing and formulating the theories of his teacher, Austin. In examining propositions and utterances, Austin refers to the speech act theory that Searle has completed. Due to the speech act theory, in communication, fragments, comprising words and grammatical structures, are produced, which alone are not enough to express the meaning of the speaker. In other words, in the process of communication, the speaker also performs act through excerpts. Searle divides these acts into five major categories. By examining the types of speech act of the speaker, it is possible to determine the distribution of power, the influence of social context and structure, the type of personality and social status of the parties. The target of the current article is to examine the types of speech acts from Searle and Austin's point of view in the stories of "Ejarekhane", "Yek Zan-e khoshbakht" and "Rosvayi" from the Bozorg Alavi to the position of the characters' power in relation to each other and the reasons for their use. Their words should be analyzed and determined based on the type of personality and social status of each one.

Speech acts as the pragmatic part of the language have significant role in the social status representation of society people. So, investigating speech acts of the novel characters can enhance pragmatic and sociolinguistic knowledge of the foreign language learners and improve sociocultural knowledge of the foreigners about a speech community. According to the necessity and importance of this issue in Persian learning, and the lack of local social researches in applied linguistics and Teaching Persian to Speakers of Other Languages (TPSOL), through a qualitative content analysis method, the present study investigates speech acts used in Simin Daneshvar’s “Soovashoon” Persian novel. The results show that the male and female characters of this novel have used the assertive, directive, and expressive speech acts more than the commissive, and declarative speech acts. Moreover, a comparative analysis of the results shows that Iranian women, in both the urban and rural contexts, follow almost the same pattern in using Searle’s (1969) speech acts.

Pragmatics is a branch of linguistics that studies the simple or complex relationship between language and speaker and audience. In pragmatics, the theory of speech act has a prominent place, which was introduced by language philosophers such as Austin and developed by his student Searle, and he divided the patterns of speech action theory into 5 types under the influence of internal and external factors of context. So, based on Searle's theory, we study Faliha Hassan's poems in terms of the speech acts, because her poems have many semantic dimensions and talk about human and emotional issues as well as social and political issues such as war. This Iraqi poet has a critical view on various subjects and she is influenced by the context of her poems with this act of explicit and implicit speech. This Iraqi poet has a critical view on various subjects and her poems are distinguished by these explicit and implicit speech acts. Therefore, this article tries to study the function of speech acts in Falihah Hassan's poetry based on a descriptive-analytical method. The results show that the poet used a variety of speech acts. But interestingly, this poet has used 5 types, specifically assertive act, directive act, and expressive act. In the poet's poems, we find that she used assertive acts to describe and express her emotions and experiences during the war.

Developing pragmatic competence as a component of communicative competence has been emphasized by many L2 scholars. This competence enables L2 learners to use their linguistic resources to produce contextually appropriate utterances. Learning a second language is not limited to developing the linguistic competence; understanding L2 functions, speech acts, pragmatic routines, politeness system, etc. is a necessary aspect of second language learning.Research has shown that even advanced L2 learners may have difficulty with the pragmatic aspects of the second language they are learning. Given its importance, many scholars believe that knowledge of L2 pragmatic system can be developed through instruction. Consequently, teaching L2 pragmatics has become a focus in many studies. Since the pragmatic system forms part of the learners’ interlanguage, this area is referred to as Interlanguage Pragmatics (ILP). ILP is rooted in both second language acquisition and pragmatics. A key issue in ILP is to determine the most effective method or mode of instruction for teaching L2 pragmatics.Throughout the literature, some researchers have compared explicit with implicit methods. Others have focused on inductive and deductive modes of instruction. Recently, however, a few studies have examined the effect of task-based instruction (TBI) on L2 learners’ pragmatic competence, observing that TBI can be helpful in developing many aspects of L2 learners’ pragmatic competence. Additionally, studies on corrective feedback (CF) have focused on developing pragmatic competence by providing different types of CF. However, there is still no definite answer to the question “what is the best method to teach ILP?”. Furthermore, most studies on the development of pragmatic competence and ILP have focused on English as the target language. This means that the effectiveness of instruction and different ways of teaching on the development of pragmatic competence has not been widely investigated in other languages.Given the lack of comprehensive studies on the effect of TBI and CF on Persian language learners’ pragmatic competence, this study aimed to examine the potential impact of TBI and CF on intermediate Persian learners’ production of the speech acts of request, refusal, and apology.

The cultural schema is one of the main tools of cultural linguistics and it can be considered as a basis for the interaction of speech acts and speech understanding. The cultural scheme requires cultural presuppositions and expectations. Until now, in various analyzes and articles, it has been discussed that nationality shapes linguistic schemas as well as cultural schemas, but the influence of register and style in the formation of cultural schemas has not been addressed so far. In the present study, we will investigate the cultural schemas and speech acts of three Iranian characters as participants in the story Farsi Shekar ast (Jamalzadeh, 1300) using a descriptive-analytical method. Each of the conversation participants uses a different schema. The use of different cultural schemas causes different conceptualizations in language participants. A character who has not been exposed to a second culture and language, or the language of religion, does not understand the cultural schema and pragma of other dialogue participants. The conclusion of this research shows that in addition to nationality, different register and cultural contact also create different cultural schemas. The cultural schemas of the second language affect the first language and change them.

Narrative literature has always been one of the most widely used and popular types of literature. Narrative texts, due to their visual and storytelling appeal, play an important role in conveying emotions and concepts to the audience. One of the novel approaches in analyzing literary texts is the use of John Searle's Speech Act Theory, which examines various speech acts in texts. This study analyzes Ahmad Hassan Al-Zayat's work, "Awal Dars Al-Qaytah," based on Searle's Speech Act Theory. Despite numerous studies on the analysis of literary texts, fewe detailed analyses of speech acts in Ahmad Hassan Al-Zayat's works have been conducted. This study aims to provide a more precise examination of the relationships and concepts present in the text "Awal Dars Al-Qaytah" using Speech Act Theory. To identify and analyze the speech acts present in the text "Awal Dars Al-Qaytah." To examine the impact of speech acts on the attractiveness and depth of concepts in the text. To analyze the relationship between the author and the audience using speech acts. This research is conducted using content analysis and John Searle's Speech Act Theory. Initially, the excerpts of the text "Awal Dars Al-Qaytah" were identified and categorized. Then, based on speech act verbs, the type of speech act for each excerpt was determined and analyzed. The highest frequency of speech acts in the text belongs to assertive acts, indicating a significant emphasis on describing characters, events, and narratives. Emotional acts, due to the expression of the author's emotional and psychological states, add more depth to the text and create a deeper connection with the reader. Persuasive acts in the concluding sentences of the text aim to motivate and encourage the reader to grow and advance professionally. Analyzing the works of other contemporary authors using Searle's Speech Act Theory to compare and examine the various impacts of speech acts. Investigating the application of speech acts in different  literary texts to better understand the differences and similarities in various cultures and languages.

Every speaker seeks influence and influence on her audience and chooses a method in this direction. As one of the most capable Persian speakers, Sa’adi's works contain various instructions for expressing the meaning. In the present study, the subject of the use of directive sentences and how to combine them with predicate sentences in Sa’adi's ghazal is discussed based on Searle's speech act theory.

This research is based on descriptive – analytical method. For this purpose, we first explain the theoretical foundations of Searle's speech act based on the five acts of assertive, commissive, expressive, declarative and directive with appropriate examples from Sa’adi's ghazal, then we focus on the directive act and show that Sa’adi's special style in expressing directive and frequency sentences and what is their audience like.

We found that there are 146 directive sentences in 126 verses in 100 ghazals that were chosen randomly. The audience of these verses were divided into five groups. Of the set of directive sentences, 101 sentences have compound construction. Out of 101 compound sentences, 65 sentences with the conjunction express the reason or in the sense of expressing the reason Also, from the point of view of audience, these sentences are addressed to five categories of audience.

Searle's speech act theory about sentences is consistent with what Sa’adi said in his sonnet sentences. He has achieved his own style by using the structure of "base clause plus Conjunction plus follower clause" with high frequency.

Numerous writings have been published about Hafiz's poems, however, this prominent poem still provides opportunity for new research. For the first time, the topic of "threat" in Hafiz's poems is investigated in this essay. In order to open a new window on a deeper comprehension of the mind and language of this mystical spokesman, we applied classified content analysis and thorough analysis of threatening poems. To accomplish this, we read The Divān of Hafez (Ghazvini and Ghani edition) and selected verses that have a threat-related connotation or denotation.Then we analyzed them from a variety of angles, including their speech acts, verb types, threat types, addressees of threats, reasons for threats, reasons for supporters of threats, effects of threats, and how threats are expressed in the context of Hafiz's Ghazal as a whole, both implicitly and explicitly. Study and analysis of the various threats found in Hafez's poems demonstrate that he possesses an inner strength with which he threatens religious foundations, praised issues, lovers, and others.

The term "Ta’arof" is one of the most important components of the cultural identity of Iranians and the main element of Persian ritual literature, which plays an important role in the communication between Iranians and intercultural communication between Iranians and non-Iranians. Identifying "Ta’arof" is one of the major possibilities and conditions in identifying the state of Iranian culture and daily life. Using formal sociology (Zimel, 1971) and speech act theory (Austin, 1962) in linguistics, this article examines the position of "Iranian Ta’arof " in Persian language teaching and its verbal complexities. ‘Iranian Ta’arof’ has many different aspects and vary according to the position, age, education and social level of people. The purpose of this study is to investigate the level of knowledge of foreign Persian-language learners in learning ‘Iranian Ta’arof’ in different situations and conditions of conversations and daily life. The statistical population was foreign Persian- language learners of advanced and supplementary courses at Allameh Tabatabai University in Tehran and Ferdowsi University in Mashhad. Among them, 9 people, aged 21 to 39, were selected by simple random sampling. The research method was done in the form of face-to-face interviews with foreign Persian-language learners through a questionnaire. The results showed that the level of knowledge of foreign Persian learners in learning ‘Iranian Ta’arof’ was high and they considered the teaching of ‘Iranian Ta’arof’ necessary to improve the quality of learning Persian language. Also, the findings showed that familiarity with the cultural mechanism of Ta’arof leads to a better reception of Ta’arof messages by Persian learners, so that they can consciously take advantage of it in strengthening social communication.

The adressee’s social dominance as well as the age of the subjects are among the factors influencing the use of type and number of request strategies by the speakers of any language. The purpose of the present research is to study the effect of the adressee’s social dominance on the type and number of request strategies employed by adolescent and young female Balochi Sarhaddi speakers based on the components of Blum-Kalka, House and Kasper's (1989) Cross Cultural Speech Act Realization Project model. Research data were collected from 60 female subjects through discourse completion test and role play. In this regard, all request strategies employed were identified, coded, described and then analyzed by Chi-square test. The results showed there was not a significant relationship in the use of type and number of strategies in DCT and role play between the addressee´s social dominance and the age of the subjects (except when the interlocutors have equal status). Moreover, the most commonly used types of strategies were pronouns, hedged performatives, grounders, and politeness markers. Also, increasing the addressee's social dominance towards the speaker resulted in using more complicated strategies by the subjects. Furthermore, new strategies such as saying "Mashaalla", "swearing" and "complimenting" were used by the subjects. Therefore, the research findings contribute to the explanation of universal and specific cross cultural-linguistic strategies based on the research model.

Speech act pays more attention to the practical dimensions of language and is considered among the theories of applied science. According to this theory, in the form of sentences and phrases, actions are also performed that have a direct link with the communication intentions of the speaker. In other words, this theory examines the intended meanings of the speaker in the form of part-speech. Baharestan Jami is one of the educational works that behind the apparent meaning of its stories, there are also secondary meanings. In this research, the speech acts intended by Searle - which include declarative, persuasive, emotional, and binding actions - have been investigated in Baharestan"s anecdotes.

The current research is based on library and documentary studies, and is carried out using a descriptive-analytical method.

Jami sometimes transforms declarative actions into persuasive actions by passing through the reporting system; Sometimes by using typical characters and avoiding linear narrative, he creates persuasive actions, and in some cases, by taking advantage of the double contrasts of the semantic system of certain words on which the structure of the story depends, he changes expressive actions into persuasive actions. He has also used tools such as allegory, body language, humor, and story telling to transform expressive actions into the descriptive context of stories.

Jami in Baharestan uses various contextual factors such as the format of a story, the combination of the didactic genre with the lyrical genre, the use of appropriate personality and characterization, and poetic references to express instructive concepts and persuade the audience to dynamic and constructive activism. Is. In terms of speech acts, declarative and persuasive acts have the highest frequency, and emotional-declarative, emotional-persuasive and declarative-declarative acts are in the next positions.

Since the 1990s, an accumulated body of empirical studies have investigated the main and differential effects of various approaches to second language (L2) pragmatic instruction. To contribute to this line of research, the present study aimed at investigating the effect of deductive and inductive instruction on the development of the speech acts of requests by Iranian EFL learners. In so doing, 51 Iranian EFL English-major students were randomly assigned to either the deductive group (DG) group (n = 24) or the inductive group (IG) group (n = 27). (IG).  Both groups were provided with video clips of short conversations including the speech acts of request. The experimental treatment for the DG followed explicitness and deduction accompanied by a variety of drills, whereas the instruction for the IG involved input enhancement techniques. Both deductive and inductive methods of instruction adopted in the present study were operationalized according to the principles underlying the paradigms of Focus on Forms (FonFS) and Focus on Forms (FonF). Speech act development of the two groups was measured through a 10-item Written Discourse Completion Test (WDCT) at the pre-treatment and post-treatment phases of the study. The results obtained from administered WDCT revealed that both deductive and inductive instruction had a significant effect on the learners’ development of requests. Further analysis of the findings revealed that inductive instruction was more effective than deductive instruction. The findings offer theoretical and pedagogical implications.

The stories "Hasti" and "Mashu in meh" with a teenage narrative audience contain different types of language actions, each of which can have a different purpose in its deep structure. Examining each of these stories with the approach of John's speech act theory. A. Searle shows that linguistic sentences, while having an external meaning, can have another meaning in their deep structure. Achieving each of these secondary meanings requires paying attention to the situational context of the story and the speaker's circumstances while delivering the sentences. John A. After examining each of the statements of Austin's theory regarding the secondary meaning of the word, Searle arrives at five different statements. According to his theory, words can have five secondary meanings: 1) declarative action, 2) persuasive action, 3) emotional action, 4) declarative action and 5) obligatory action. The current research on the relationship between John's verbal work. A. It shows the growth quality of children and teenagers. By applying this theory to the linguistic works of two stories, we came to the conclusion that 1) in the story "Being", all the verbal works of John. A. Serel is represented and the declarative action has the highest frequency 2) in the story "Masho Dar Meh", all the declarative, emotional, persuasive, commitment and declarative actions are used and the declarative action is the most used 3) Representation of the application of these verbal tasks has shown how to realize the components of a healthy development in children and adolescents. In the story of existence, there are always events similar to the lived events of the audience of the work, which the author represents in the form of speech and actions of the characters of the story; This representation represents obstacles against the formation of the child's identity and his healthy development. On the other hand, the story of Masho in the fog also portrays a similar and not new event, which expresses the efforts of the characters in the story to achieve the same goal and emphasize the needs of people in the path of personal growth.