Information technology students’ involvement in in-class debates: Speech acts and modification of the illocutionary force

Vol.15,No.2(2022)
Discourse and Interaction

Abstract

Information technology (IT) professionals are a specific discourse community whose oral communication in English as a second language (ESL) predominates at all levels of workplace activities in the multinational IT sector. Since IT students’ pragmatic competence in performing communicative functions is essential for their effective communication in an academic setting and a global work environment, it is important to investigate this aspect of their language systematically and carefully. This paper focuses on IT students’ speech acts and the ways they modify the illocutionary force while participating in in-class debates. The analysis revealed that students used a wide range of speech acts and different metadiscourse markers for both increasing and reducing the illocutionary force. The ways IT students used boosters and hedges also reflect how they assume and share their professional knowledge and experience in their discourse community.


Keywords:
in-class debates; ESP learners; pragmatic competence; speech acts; illocutionary force; boosters; hedges
Author biography

Eva Ellederová

Brno University of Technology

Eva Ellederová received her Ph.D. in foreign language pedagogy from Masaryk University in Brno, Czech Republic. She graduated from the Faculty of Arts, Masaryk University with a degree in English Language and Literature, but her first degree in Process Engineering was earned from Brno University of Technology. She teaches English for information technology, business English, and practical English courses at Brno University of Technology. She has published several coursebooks including English for Information Technology which was designed as an outcome of her design-based research. Apart from several journal articles, she is the author of the monograph Konstrukční výzkum učebnice pro výuku odborného anglického jazyka. Currently, she focuses on the analysis of information technology students’ spoken language.

Address: Mgr. Ing. Eva Ellederová, Ph.D., Department of Foreign Languages, Faculty of Electrical Engineering and Communication, Brno University of Technology, Technická 10, Brno 616 00, Czech Republic. [email: ellederova@vut.cz]

References

Aijmer, K. (2002) English Discourse Particles. Evidence from a Corpus. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.10

Aijmer, K. (2011) ‘Well I’m not sure I think . . .: The use of well by non-native speakers.’ International Journal of Corpus Linguistics 16(2), 231-254. http://dx.doi.org/10.1075/ijcl.16.2.04aij

Aijmer, K. (2013) Understanding Pragmatic Markers. A Variational Pragmatic Approach. Edinburgh: Edinburgh University Press. http://dx.doi.org/10.1017/S1360674315000350

Bach, K. and Harnish, R. M. (1979) Linguistic Communication and Speech Acts. Cambridge: The MIT Press.

Bardovi-Harlig, K. (1996) ‘Pragmatics and language teaching: Bringing pragmatics and pedagogy together.’ In: Bouton, L. F. (ed.) Pragmatics and Language Learning. Urbana-Champaign: University of Illinois Press. 21-39.

Beeching, K. (2016) Pragmatic Markers in British English. Meaning in Social Interaction. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139507110

Bergman, M. L. and Kasper, G. (1993) ‘Perception and performance in native and non-native apology.’ In: Kasper, G. and Blum-Kulka, S. (eds) Interlanguage Pragmatics. Oxford: Oxford University Press. 82-107.

Brown, P. and Levinson, S. C. (1987) Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.

Buysse, L. (2012) ‘So as a multifunctional discourse marker in native and learner speech.’ Journal of Pragmatics 44(13), 1764-1782. http://dx.doi.org/10.1016/j.pragma.2012.08.012

Buysse, L. (2015) ‘‘Well it’s not very ideal …’ The pragmatic marker well in learner English.’ Intercultural Pragmatics 12(1), 59-89. https://doi.org/10.1515/ip-2015-0003

Buysse, L. (2017) ‘The pragmatic marker you know in learner Englishes.’ Journal of Pragmatics 121, 40-57. http://dx.doi.org/10.1016/j.pragma.2017.09.010

Bygate, M. (1987) Speaking. Oxford: Oxford University Press.

Chen, H. (2011) ‘A study of the pragmatic prototypical categories of rhetorical questions.’ Proceedings of the Annual Meeting of the Cognitive Science Society 33, 609-613.

Cohen, A. D. and Olshtain, E. (1993) ‘The production of speech acts by EFL learners.’ TESOL Quarterly 27(1), 33-56. https://doi.org/10.2307/3586950

Colbert, K. and Biggers. T. (1985) ‘Why should we support debate?’ Journal of the American Forensic Association 21, 237-240.

Crosling, G. and Ward, I. (2002) ‘Oral communication: The workplace needs and uses
of business graduate employees.’ English for Specific Purposes 21, 41-57. https://doi.org/10.1016/S0889-4906(00)00031-4

Darling, A. and Dannels, D. (2003) ‘Practicing engineers talk about the importance of
talk: A report on the role of oral communication in the workplace.’ Communication
Education 52
(1), 1-16. https://doi.org/10.1080/03634520302457

Dontcheva-Navratilova, O., Adam, M., Povolná, R. and Vogel, R. (2020) Persuasion in Specialised Discourses. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-58163-3

Duff, P. (1986) ‘Another look at interlanguage talk: Taking task to task.’ In: Day, R. (ed.) Talking to Learn: Conversation in Second Language Acquisition. Rowley: Newbury House. 147-181.

el Majidi, A., de Graaff, R. and Janssen, D. (2018) ‘3 students’ perceived effect of in-class debates in second language learning.’ European Journal of Applied Linguistics and TEFL 7(1), 35-56.

Erman, B. (1997) ‘“Guy’s just such a dickhead”: The context and function of just in teenage talk.’ In: Kotsinas, U.-B., Stenström, A.-B. and Karlsson, A.-M. (eds) Ungdomsspråk i Norden. Stockholm: Stockholm University. 96-110.

Fahnestock, J. (2011) Rhetorical Style: The Uses of Language in Persuasion. Oxford: Oxford University Press.

Freeley, A. J. and Steinberg, D. L. (2009) Argumentation and Debate. Critical Thinking for Reasoned Decision Making. Boston: Cengage Learning.

Fukushima, S. (1991) ‘Offers and requests: Performance by Japanese learners of English.’ World Englishes 9(3), 317-325. https://doi.org/10.1111/j.1467-971X.1990.tb00269.x

Gilquin, G. (2008) ‘Hesitation markers among EFL learners: Pragmatic deficiency or difference?’ In: Romero-Trillo, J. (ed.) Pragmatics and Corpus Linguistics: A Mutualistic Entente. Berlin: Walter de Gruyter. 119-149.

Ginganotto, L. (2019) ‘Debate as a teaching strategy for language learning.’ Lingue e Linguaggi 30, 107-125. http://dx.doi.org/10.1285/i22390359v30p107

Goh, C. C. M. and Burns, A. (2012) Teaching speaking: A holistic Approach. Cambridge: Cambridge University Press.

Haverkate, H. (1984) Speech Acts, Speakers and Hearers. Pragmatics and Beyond 4. Amsterdam: John Benjamins. https://doi.org/10.1075/pb.v.4

Holmes, J. (1984) ‘Modifying illocutionary force.’ Journal of Pragmatics 8(3), 345-365. https://doi.org/10.1016/0378-2166(84)90028-6

Holmes, J. (1986) ‘Functions of you know in women’s and men’s speech.’ Language in Society 15,
l-22. https://doi.org/10.1017/S0047404500011623

Holmes, J. (1990) ‘Hedges and boosters in women’s and men’s speech.’ Language & Communication 10(3), 185-205. https://doi.org/10.1016/0271-5309(90)90002-S

Hossain, J. (2013) ‘ESP needs analysis for engineering students: A learner centered approach.’ Journal of Presidency University 2(2), 16-26.

Hyland, K. (1998a) ‘Boosting, hedging and the negotiation of academic knowledge.’ Texts 18(3), 349-382. https://doi.org/10.1515/text.1.1998.18.3.349

Hyland, K. (1998b) Hedging in Scientific Research Articles. Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.54

Hyland, K. (2005) Metadiscourse. Exploring interaction in writing. New York: Continuum.

Istifçi, I. (2009) ‘The use of apologies by EFL learners.’ English Language Learning 2(3), 15-25. https://doi.org/10.5539/elt.v2n3p15

Jiang, X. (2006) ‘Suggestions: What should ESL students know?’ System 34, 36-54. https://doi.org/10.1016/j.system.2005.02.003

Jindathai, S. (2015) ‘Factors affecting English speaking problems among engineering students at Thai-Nichi Institute of Technology.’ TNI Journal of Business Administration and Languages 3(2), 1-6.

Kasper, G. (1996) ‘Developmental issues in interlanguage pragmatics.’ Studies in Second Language Acquisition 18(2), 149-169. https://doi.org/10.1017/S0272263100014868

Kilgariff, A., Rychly, P., Smrz, P. and Tugwell, D. (2004) The Sketch engine. Proc eleventh EURALEX international congress. France: Lorient.

Laroche, L. (2003) Managing Cultural Diversity in Technical Professions. New York: Butterworth Heinemann. https://doi.org/10.4324/9780080496252

Lee, J. H. (2017) ‘Speech in direction-giving interactions in L2 English.’ Korean Journal of Applied Linguistics 33(2), 51-80.

Long, M. (2014) Second Language Acquisition and Task-Based Language Teaching. Hoboken: Wiley-Blackwell.

Magauina, G. M., Tulegenova, M. K. and Ahmadieva, A. T. (2017) ‘Some features of reading and speaking skills development of students in technical university at the process of teaching foreign languages.’ Актуальные проблемы гуманитарных и естественных наук 3-4, 10-13.

Müller, S. (2005) Discourse Markers in Native and Non-Native English Discourse. Amsterdam: John Benjamins.

Myers, G. (1989) ‘The pragmatics of politeness in scientific articles.’ Applied Linguistics 10, 1-35. https://doi.org/10.1093/applin/10.1.1

Myles, J. (2009) ‘Oral competency of ESL technical students in workplace internships.’ The Electronic Journal for English as a Second Language 13(1), 1-24.

Pekarek Doehler, S. and Pochon-Berger, E. (2011) ‘Developing ‘methods’ for interaction: A cross-sectional study of disagreement sequences in French L2.’ In: Hall, J. K., Hellerman, J. and Pekarek Doehler, S. (eds) L2 Interactional Competence and Development. Bristol: Multilingual Matters. 206-243. https://doi.org/10.21832/9781847694072-010

Searle, J. R. (1975) ‘A taxonomy of illocutionary acts.’ In: Gunderson, K. (ed.) Language, Mind and Knowledge. Minneapolis: University of Minnesota Press. 344-369.

Searle, J. and Vanderveken, D. (1985) Foundations of Illocutionary Logic. Cambridge: Cambridge University Press.

Taguchi, N. (2019) ‘Second language acquisition and pragmatics. An overview.’ In: Taguchi, N. (ed.) The Routledge Handbook of Second Language Acquisition and Pragmatics. Abingdon: Routledge. 1-14.

Thornbury, S. (2005) How to Teach Speaking. Harlow: Longman.

Trosborg, A. (1987) ‘Apology strategies in natives/non-natives.’ Journal of Pragmatics 11(2), 147-167. https://doi.org/10.1016/0378-2166(87)90193-7

Urbanová, L. (1996) ‘Modification of the illocutionary force.’ Brno Studies in English 22, 63-69.

Urbanová, L. (2003) On Expressing Meaning in English Conversation: Semantic Indeterminacy. Brno: Masarykova Univerzita.

Van Eemeren, F. H. and Grootendorsrt, R. (1984) Speech Acts in Argumentative Discussions. A Theoretical Model for the Analysis of Discussions Directed Towards Solving Conflicts of Opinion. Dordrecht: Foris Publications Holland. https://doi.org/10.1515/9783110846089

Van Eemeren, F. H. and Grootendorsrt, R. (2004) A Systematic Theory of Argumentation. The Pragma-Dialectical Approach. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511616389

Van Eemeren, F. H., Houtlosser, P. and Snoeck Henkemans, A. F. (2007) Argumentative Indicators in Discourse. A Pragma-Dialectical Study. Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-6244-5

Weigand, E. (2010) Dialogue: The Mixed Game. Amsterdam: John Benjamins. https://doi.org/10.1075/ds.10

Wierzbicka, A. (1991) Cross-Cultural Pragmatics. The Semantics of Human Interaction. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783112329764

Metrics

0

Crossref logo

0


289

Views

258

PDF views