Analytic Profiling of Speech Acts between NNESTs and NESTs
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The research on the profiled aspects of speech acts used by teachers presupposes two issues: (1) the existence of different speech acts between NNESTs (Non-native English Speaking Teacher) and NESTs (Native English Speaking Teacher), and (2) a reflection about different pragmatics of both groups for similar functions in identical educational circumstances. A major question currently subject to argument is if these differences can present an implicit normative structure of a different group of teachers’ speech acts in terms of illocutionary acts. The encoded speech acts offer a reservoir of profiles resulting from the analysis of six teachers’ speech acts used during their teaching in the classroom. The profiled speech acts are based on the recorded data analysis performed by three NESTs and three NNESTs at a Korean university. The tape-recorded teachers’ speech acts data were analyzed according to Searle’s (1975) classification of illocutionary speech acts and the function of language (Shiffrin, 1994), mainly by associating each specific event with 5 categories of speech acts (assertives, commisives, directives, expressives, and declaratives). It is concluded that collected profiled aspects of teachers’ speech acts reflect that there are different aspects between NNESTs’ and NESTs’ speech acts. This may be because NNESTs and NESTs have different normative pragmatics (Sellars, 1969) of language which is implicitly shared norm by the same group of teachers. Therefore, attention should be redirected to substantially different use of language and guiding principles of language-in-use in teachers’ training programs. The results of the research suggest and elaborate on designing teachers’ linguistic use.
Abstract
The research on the profiled aspects of speech acts used by teachers presupposes two issues: (1) the existence of different speech acts between NNESTs (Non-native English Speaking Teacher) and NESTs (Native English Speaking Teacher), and (2) a reflection about different pragmatics of both groups for similar functions in identical educational circumstances. A major question currently subject to argument is if these differences can present an implicit normative structure of a different group of teachers’ speech acts in terms of illocutionary acts. The encoded speech acts offer a reservoir of profiles resulting from the analysis of six teachers’ speech acts used during their teaching in the classroom. The profiled speech acts are based on the recorded data analysis performed by three NESTs and three NNESTs at a Korean university. The tape-recorded teachers’ speech acts data were analyzed according to Searle’s (1975) classification of illocutionary speech acts and the function of language (Shiffrin, 1994), mainly by associating each specific event with 5 categories of speech acts (assertives, commisives, directives, expressives, and declaratives). It is concluded that collected profiled aspects of teachers’ speech acts reflect that there are different aspects between NNESTs’ and NESTs’ speech acts. This may be because NNESTs and NESTs have different normative pragmatics (Sellars, 1969) of language which is implicitly shared norm by the same group of teachers. Therefore, attention should be redirected to substantially different use of language and guiding principles of language-in-use in teachers’ training programs. The results of the research suggest and elaborate on designing teachers’ linguistic use.
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