Difficulties of Employing Speech Acts Theory in Conversational Classes in Iraqi Private Colleges: Analytical Study

Abstract

Normally, people communicate by using direct speech acts to get their hearers understand i.e , the hearer gets the perlocutionary force of a speaker sentence. This is normally the way used in communication but it is not the only way. Sometimes, speakers communicate with others using indirect speech acts. Inside classrooms, instructors tend to use the direct speech acts . One of the most important theories that has been investigated recently is speech act theory. According to this theory, a speech act is divided into three components: Locutionary , illocutionary and perlocutionary act. Illocutionary act is the most important act among other acts for sentence meaning can be taken as illocutionary act potential. In other words, the intended meaning of the speaker is illocutionary act, or more precisely the illocutionary force of that sentence. The present study investigate the problems that face instructors in employing speech acts theory in conversation classes to promote students communicative competence in private colleges specifically in Diyala province . It aims to suggest some techniques and device for English instructors to help learners use speech act to develop their communicative competence. The study concludes the following :- 1-Employing speech acts theory inside conversational classes can promote students communication competence. 2-Most of instructors think that activities and strategies play an important role in conversational classes. 3-Instructors in private colleges in Iraq faced many difficulties in employing speech acts theory in conversational classes, some of these are :lacking labs, weak level of students.