Twenty-sixth International Conference on Learning

Abstract

Due to the growing needs of communicating and trading with English speaking countries, English language teaching and learning is becoming increasingly important in China. Thereby, English teachers are trying to explore effective teaching methods which can best improve English learners’ language competence comprehensively so that English learners can communicate with English speakers effectively based on polite and proper verbal exchanges. However, despite being able to speak English fluently there is often a pragmatic dissidence in various speech acts that may reduce the communicative intent (Cortazzi & Jin, 2008; Goh & Kwah, 1997; Rao, 1996, 2002). This paper critically reviews the Speech Act Theory of Austin and Searle’s concept of Speech Act (Austin, 1962; Searle, 1969) and argues that Speech Act Theory should be applied to ESL teaching in the Chinese context. It is suggested that ESL classes not only include the learning of speech act categories, but also the education in the politeness principles and strategies laid down in speech acts so as to cultivate students’ linguistic competence and develop pragmatic competence.