English language learning
Zahra Jafari; Hamid Reza Dowlatabadi
Abstract
Speech act theory is crucial for understanding the intricate dynamics of human communication, as it helps explain how language is used to perform actions beyond the literal meanings of words. While traditional frameworks offer valuable classifications of speech acts, the evolving nature of communication ...
Read More
Speech act theory is crucial for understanding the intricate dynamics of human communication, as it helps explain how language is used to perform actions beyond the literal meanings of words. While traditional frameworks offer valuable classifications of speech acts, the evolving nature of communication requires reconsideration and expansion of these conventional approaches. The researchers of this study propose an innovative framework for speech act classifications, one that surpasses traditional boundaries and embraces the nuanced complexities of modern discourse.Based on seminal works by Austin (1962) and Searle (1969), and important research by Grice (1975), Levinson (1983), as well as emerging perspectives from Verschueren (1999) and Sbisà (2002), the researchers critically assess current classifications, identifying key challenges and opportunities in speech act analysis. This framework introduces new categories such as Metaplocutionary Acts, Interlocutionary Acts, and Negotiation Acts, offering a more comprehensive and context-sensitive approach to understanding speech acts. Through interdisciplinary collaboration and empirical validation, the researchers aim to refine and apply this framework across diverse linguistic and cultural contexts, paving the way for a dynamic and nuanced comprehension of human communication.
English language learning
Vahid Ghorbani; Hamid-Reza Dowlatabadi
Abstract
Pinpointing the role of language, emotion, and culture in intercultural interactions as the three basic needs of intercultural interactions is one of the most important problems in the intercultural field. Therefore, this paper probed the role of language, emotion, and culture simultaneously in intercultural ...
Read More
Pinpointing the role of language, emotion, and culture in intercultural interactions as the three basic needs of intercultural interactions is one of the most important problems in the intercultural field. Therefore, this paper probed the role of language, emotion, and culture simultaneously in intercultural communication in Iran. By using convenience sampling, one hundred Iranian language teachers were chosen and their language proficiency and ICC levels were specified by using Oxford Placement Test (OPT) and intercultural communicative competence (ICC) questionnaire. Then, the researchers used exploratory factor analysis (EFA) to classify ICC questions under language, emotion, and culture categories. After classifying the questions, the researchers used confirmatory factor analysis (CFA), standard solution coefficient, standard path coefficient, T value, and Sobel formula to analyze the collected data from the ICC questionnaire based on participants' answers. The results revealed that language, culture, and emotion were the main macro-elements of intercultural communication. Also, it was shown that language was the most important need and macro-element in intercultural communication and then the second and third place went to culture and emotion respectively. It was found that emotion acted as a mediator variable between language and culture and there was a relationship among language, culture, and emotion, too. This study was of high importance for language teachers, curriculum designers, textbook writers, intercultural experts, and cultural psychologists
