Speech Act Behavior Observations

Abstract

The question how speech act strategies can be taught most effectively and how a learner becomes an active socializing agent
seems to be still unanswered. The target language learners tend to respond the way they would in their native Georgian as
soon as they get deeper into the conversation, sometimes their participation in the speech act is fully inappropriate to the situation
and causes misunderstandings,
especially when
the performance has to include more open-ended and
novel strategies.
The
researcher
studied
the
students’
behavior

in
the
five
categories
of
a
speech
act:

representations,
directives,
expressives,

commissives,
and
declaratives. The
objective of
research was
to collect the
data in order to
see a real picture
in
the classrooms,
to get nearer to the native speakers’
norms, to move toward using more suggestions, fewer rejections, less mitigation
and
aggravation. A
conclusion was
made that the issues in the language classroom
were caused by the inappropriate inputwhen
the learners had received more linguistic than pragmatic instructions, not considering sociolinguistic forms.