This is a comparative study of Korean students' request forms and aspects of their culture that has not been recognized in the field of speech. This offers an explanation for miscommunication between Korean speakers of English and native speakers of English. Lastly, this study provides empirical information about how Korean students use request forms and how Koreans' politeness strategies differ from Americans'.

This study examines how a Swedish upper secondary school EFL teacher avoids performing Face Threatening Acts (FTAs) in instances of reprimanding and giving oral feedback to students. The results and discussion show that the teacher evades potential FTAs caused by statements and demands by using indirectness in the form of questions and requests. Moreover, the feedback was delivered in an emphatic manner, primarily consisting of positive reinforcement regarding the students having performed a task, and secondarily on content and students’ skills. The act of causing face impediments was also mitigated in the delivery of performance feedback with the use of hedges to corrections and with the use of plural ‘you’ rather than focusing on individual student’s errors. These findings suggest that teachers can enhance and maintain rapport with their students in instances that are inherently face-threatening, thereby providing further insight into how teachers can strengthen social relations through the choice of appropriate speech acts.

[pt] Este trabalho tem por objetivo avaliar as críticas de J. R. Searle (1932-) às Classes de força ilocucionária de J. L. Austin (1911-1960). O fato é que na XII Conferência da obra Quando dizer é fazer: palavras e ações, cujo título original é How to Do Things with Words, Austin se propõe, provisoriamente, a listar as forças ilocucionárias de proferimentos performativos cujo verbo não aparece de modo explícito. Segundo Searle, esta classificação compreende verbos ilocucionários, e não atos ilocucionários, como o autor critica no artigo Uma taxinomia dos atos ilocucionários, publicado no livro Expressão e Significado. Neste, a crítica mais contundente é a de que a classificação austiniana não tem princípios claros e bem definidos. A visão de linguagem defendida por Searle está focada na sintaxe e na semântica, pontos que estão longe da noção pragmática da linguagem e segue uma determinada direção que supõe uma base sintáticosemântica mais forte do que Austin supunha. Diante disso, se estabelece a seguinte questão: as críticas de Searle à classificação de Austin procedem? Para responder a esta indagação é necessário destacar os pontos que contribuem para a hipótese da improcedência das críticas de Searle à classificação austiniana, que examinaremos aqui. Não se quer, aqui, negar a contribuição de Searle no âmbito da filosofia em geral. No entanto, no que se refere à Filosofia da Linguagem, o resultado desta avaliação mostra que Searle, ao se concentrar na XII conferência, acaba reduzindo a Teoria dos Atos de Fala às classes: Vereditivos, Exercitivos, Comportamentais, Compromissivos e Expositivos. Basicamente, é ao longo da obra How to Do Things with Words, a cada conferência, que Austin apresenta os critérios e princípios das classes de força ilocucionária, ainda que sujeitos à revisão. / [en] The aim of this work is to evaluate the criticisms of J. R. Searle (1932 -) of the Classes of Illocutionary Force of J. L. Austin (1911-1960). The fact is that at the conference on the work when to say is to do: words and actions, Austin set out, provisionally, to list the illocutionary forces of performative utterances whose verb does not appear in an explicit manner. According to Searle, this classification covers illocutionary verbs, and not illocutionary acts, as the author criticizes in the article A taxonomy of illocutionary acts. In this text, the most scathing criticism is that Austin s classification does not have clear and well defined principles. The vision of language defended by Searle is focused on syntax and on semantics, a point that is far from the pragmatic notion of language. He follows a prescribed direction that supposes a syntactic-semantic basis that is stronger than the one supposed by Austin. In the face of this, the following question is established: Searle s criticisms of the classes of illocutionary force are well founded? To answer this enquiry it is necessary to highlight the points that contribute to the groundlessness of Searle s criticism of Austin s classification, We examine here. We do not wish here to deny the contribution of Searle to the field of philosophy in general. Nevertheless, as regards the Philosophy of Language, the result of this evaluation shows that Searle, on concentrating at the conference on the classes of illocutionary force, ends up reducing the Theory of Speech Acts to the classes: Veredictive, Expressive, Behabitive, Commissive, and Expository. Basically, it is through the work How to Do Things with Words, at each conference, that Austin presents the criteria and principles of the classes of illocutionary force, even if subjected to revision.

The rise of China as an international and regional power has threatened the unipolar and hegemonic status of the United States (US). US-Sino relations have been further strained by the implementation of the Belt and Road Initiative (BRI) and additional securitization of China by the US. This thesis will examine the process of securitization and how differences in ideologies and perceptions play a role in securitizing speech acts made by American elites. Congressional hearings will be analyzed by employing a critical discourse analysis using Fairclough’s three-dimensional model and Hansen’s poststructural securitization theory. Utilizing a theoretical framework based on poststructuralism aids in demonstrating the performative aspect of speech acts and contextualizing the discourse in a historical context. The findings exemplify an escalation of securitizing discourse due to the perceived threat of ideological expansion from China via the BRI. The discourse analyzed also demonstrates how the interior/exterior binary and unequal power relations are reproduced.

This diploma thesis focuses on an analysis of crisis communication in food retail chains, using pragmatic linguistic methods. In the theoretical part I deal with speech acts theory from the viewpoint of John L. Austin and Emile Benveniste, Grice's Cooperative Principles and the Theory of Argumentation. I use all these methods in analyzing press releases published by retail chains in the case of a negative food affair. I am therefore interested in the way those linguistic tools are used by the authors in the press releases in order to communicate most effectively in a time of crisis, so as to prevent the loss of either costumers or the good name of the company. I will also focus on the most frequent mistakes made by the authors of press releases. The aim of my thesis is to find out whether it is possible to find some repetitive mechanisms used in the communication of different crisis topics. The main hypothesis is that although there are different crisis situations which need to be communicated, communication methods used in individual press releases are similar and they often recur. Key words: pragmatics, speech acts, cooperative principles, argumentation, crisis communication, food affair, press release.

This article addresses the notion of linguistic meaning with reference to Kiswahili. It focuses particular attention on meaning typology, with the assumption that a discussion of meaning types can enhance the understanding and appreciation of linguistic meaning. The discussion takes its general conceptual orientation from the approach that considers meaning as use, whereby the unit of analysis is the speech act. This is a functional view of linguistic meaning, the tenets of which are contained in functional grammar. From a broader perspective, this article distinguishes conceptual and associative meaning then proceeds to deal with the individual types. Ultimately, five types of linguistic meaning are discussed: conceptual, connotative, social, affective and collocative. From the discussion, conclusionsabout the value of the typology for defining the concept and the scope of semantics are drawn.

Während die traditionellen Grammatiken, letztlich nicht über Satzgrammatiken hinausgehen, ist es sinnvoll im Rahmen einer kommunikativen Grammatik als kleinste Texteinheit den Sprechakt zu definieren (vgl. Engel 1991; Johnen 2012). In modernen Lehrwerken des Portugiesischen als Fremd- und Zweitsprache wird den Sprechakten bereits eine gewisse Aufmerksamkeit geschenkt. Es fehlt jedoch eine systematische Behandlung und eine didaktisch adäquate Progression um eine kommunikative Kompetenz zu entwickeln (vgl. für das Spanische als Fremdsprache de Matos Lundström 2013). Ziel dieses Beitrags ist die Beschreibung des Sprechaktes Entschuldigung im Portugiesischen (vgl. Johnen / Weise / Schmidt-Radefeldt 2003) im Rahmen einer kommunikativen Grammatik, d.h. an der Schnittstelle zwischen Syntax, Semantik und Pragmatik. Trotz seiner Bedeutung für die Erlangung einer kommunikativen Kompetenz wurde dieser Sprechakt bis heute kaum in der Grammatikographie des Portugiesischen berücksichtigt (vgl. jedoch die Darstellung in Carreira / Boudoy 1993: 123-124). / Enquanto as gramáticas tradicionais, em última análise, são gramáticas da frase, para uma abordagem comunicativa da gramática convém partir da unidade textual mínima que é o ato de fala (cf. Engel, 1991 e Johnen, 2012). Em manuais modernos de Português Língua Estrangeira e Segunda Língua (PLE/PLS), os atos de fala recebem já certa atenção, faltando, porém, uma abordagem sistemática e uma progressão didaticamente adequada para fomentar o desenvolvimento da competência comunicativa (ver também, para o Espanhol como Língua Estrangeira, de Matos Lundström, 2013). O objetivo deste artigo é apresentar uma descrição do ato de fala desculpa em português (cf. Johnen; Weise; Schmidt-Radefeldt, 2003), no âmbito de uma gramática comunicativa, i.e., na interface entre sintaxe, semântica e pragmática. Apesar da sua importância para a aquisição de uma competência comunicativa, até hoje, este ato de fala foi raramente considerado na gramaticografia do português (cf., contudo, o tratamento em Carreira e Boudoy, 1993: 123-124).

The teaching of pragmatics is often neglected in foreign language classes despite the wellknown importance of pragmatic competence. No matter how well a learner masters thetarget language, errors of a pragmatic nature may lead to major communicative failure orturbulence. Both studies in language teaching and current language educational laws inSweden (following the Common European Framework of Reference for Languages) pointtowards the necessity for the learner to be pragmatically proficient. Following these lines,textbooks are expected to mirror curricula and educational laws. The present study aimsto address this very issue and investigates the pragmatic content of ELT books in Swedenwith a specific focus on lower and upper secondary school (year 6, 9 and last year ofupper secondary school). The study has as its primary data set three ELT books from thesame publisher and extensively used in Swedish schools, namely Good Stuff Gold A,Good Stuff Gold D, and Blueprint C 2.0. The presence of pragmatic content isinvestigated through the method of content analysis of the textbooks focusing on threespeech acts - greetings, requests, and refusals. The first part of the study is complementedby semi-structured interviews complemented with two teachers of English in Sweden.The findings point to considerable differences in the representation of the three speechacts in the books, with regression from lower to higher levels, and the interviews with theteachers reveal that teachers' complementary activities often compensate for the lack ofpragmatic content in the books. The findings from the present study reveal shortcomingsof the selected textbooks omitting important information, something that might hinderstudents from developing communicative competence. The findings of the present studyhave the potential to inform the practices of teaching professionals in their efforts to teachpragmatic competence.

[pt] Esse artigo argumenta como a securitização do narcotráfico influenciou o chefe do poder executivo Wilson Witzel, como ator securitizador a construir uma política pública de segurança que não engloba todos os habitantes do estado do Rio de Janeiro e por meio dos seus atos de fala pode-se identificar quem está inserido e excluído do objeto referente a ser protegido. Os efeitos da linguagem nos discursos como uma prática social serão obtidos por meio do mapeamento de significados feitos através da análise de discurso. Portanto, ao securitizar o narcotráfico, o governador estimula a letalidade da polícia fluminense, trata seus resultados como sinônimo de eficiência para os seus apoiadores e alarga a barreira entre os cidadãos da cidade, ao excluir os moradores das favelas do objeto referente e da audiência por causa das suas características físicas e ocupação geográfica. / [en] This paper argues how the securitization of drug trafficking influenced the state governor, Wilson Witzel, as a securitizing actor to build a public security policy that does not include all inhabitants of the state of Rio de Janeiro. Through his act of speech it is possible to identify who is inserted and excluded from the referent object of protection. The effects of language in speech as a social practice will be obtained by mapping meanings made through discourse analysis. Therefore, by securitizing drug trafficking, the governor encourages the lethality of the Rio de Janeiro police, treats its results as a synonym of efficiency for its supporters and widens the barrier between the citizens of the city, by excluding the residents of the favelas from the referent object and the audience for because of their physical characteristics and geographical occupation.

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