Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)

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Pedagogic Illocutionary Strategies Enacted by Experienced and Novice Teachers in EFL Classes

Authors
Muhammad Anhar1, *, Kamaludin Yusra1
1Department of English Education, University of Mataram, Mataram, Indonesia
*Corresponding author. Email: anharA492@gmail.com
Corresponding Author
Muhammad Anhar
Available Online 9 December 2022.
DOI
10.2991/978-2-494069-21-3_23How to use a DOI?
Keywords
Illocutionary Acts; EFL; Experienced Teacher; Novice Teacher
Abstract

As a language phenomenon, illocutionary acts can be found in any situations of human life and it has been investigated from John Searle’s performative acts. This study aims at examining how all types of Searlian illocutionary acts are enacted in EFL contexts seen from the dimension of teaching experiences. The subjects of this study were four experienced and four novice teachers of English at four different senior high schools in Mataram, West Nusa Tenggara, Indonesia. This study is ethnographic in nature in which the data were collected by directly observing and recording EFL teacher activities. The data were then analysed by using John R. Searle’s pragmatic paradigms. The result shows differences in the use frequency of the types of illocutionary acts with respect to teachers' teaching experiences. Directive speech act is dominantly used (40%) by the experienced teachers followed by expressive, assertive, commissive, and declarative speech acts respectively at 29%, 27%, 4%, and 1%. The novice teachers, on the contrary, dominantly used assertive speech acts (34%) while directive, expressive, and commissive speech acts constitute respectively, 30%, 28%, and 8% of all speech acts. The difference in the percentage is associated with confidence level and pedagogic skills obtained through different lengths, depth and richness of tenure teaching experiences.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
9 December 2022
ISBN
10.2991/978-2-494069-21-3_23
ISSN
2352-5398
DOI
10.2991/978-2-494069-21-3_23How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Muhammad Anhar
AU  - Kamaludin Yusra
PY  - 2022
DA  - 2022/12/09
TI  - Pedagogic Illocutionary Strategies Enacted by Experienced and Novice Teachers in EFL Classes
BT  - Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)
PB  - Atlantis Press
SP  - 204
EP  - 214
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-21-3_23
DO  - 10.2991/978-2-494069-21-3_23
ID  - Anhar2022
ER  -