Types and Functions of Speech Acts in Iranian EFL Teachers and Learners’ Classroom Interactions | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 13 July 2025 | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/lrr.2025.7115 | ||
| Authors | ||
| Mohammad Javad Mohammadi* 1; Mehran Memari2; Bita Asadi3 | ||
| 1Assistant professor, Department of English Language Teaching, Farhangian University, Tehran, Iran | ||
| 2English Department, Farhangian University, Ahvaz, Iran | ||
| 3Department of English, Malard Branch, Islamic Azad University, Malard, Iran | ||
| Abstract | ||
| Classroom interaction improves the learning process by enhancing opportunities for learning since both instructors and learners are involved in various speech acts. Speech act refers to a functional unit in the form of an act assisting individuals to perceive or promote things with words in interaction. Thus, the current study investigated classroom interaction in terms of types and functions of speech acts performed by Iranian English as a foreign language (EFL) teachers and learners. The data for the study came from audio-recording of twelve 90-minute sessions taught by six experienced Iranian teachers. To analyze the conversational data, Finocchiaro and Brumfit’s (1983) model was used to examine various types of speech acts and Walsh’s (2006) SETT was employed as a framework to explore the functions of speech acts. Following the data analysis, it was unfolded that directives were the most frequent speech acts, including suggestions, requests, warning, and giving instruction, accompanied by interpersonal and personal ones. As to the functions of speech acts, the most frequent mode was the materials mode (42%), followed by skills and systems mode (34%), classroom context mode (16%), and managerial mode (8%). The overall findings indicate the central role of the teacher in teacher-fronted classes in Iran as the most speech acts, i.e. about 79%, were performed by teachers in the form of requestive, suggestive, and advisory to control and promote the learning process. By carrying out the current study, it is hoped that readers gain more insight regarding the pragmatics territory, most notably speech acts. | ||
| Keywords | ||
| Communicative competence; classroom interactional competence; speech acts; classroom modes | ||
| References | ||
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