'This small but tightly packed volume is easily the most substantial discussion of speech acts since John Austin's How To Do Things With Words and one of the most important contributions to the philosophy of language in recent decades.'--Philosophical Quarterly

Speech-act theory is the interdisciplinary study of the wide range of things we do with words. Originally stemming from the influential work of twentieth-century philosophers, including J. L. Austin and Paul Grice, recent years have seen a resurgence of work on the topic. On one hand, a new generation of linguists, philosophers, and cognitive scientists have made impressive progress toward reverse-engineering the psychological underpinnings that allow us to do so much with language. Meanwhile, speech-act theory has been used to enrich our understanding of pressing social issues that include freedom of speech, racial slurs, and the duplicity of political discourse. This volume presents fourteen new essays by many of the philosophers and linguists who have led this resurgence. The topics span a methodological range that includes formal semantics and pragmatics, foundational issues about the nature of linguistic representation, and work on a variety of forms of indirect and/or uncooperative speech that occupies the intersection of the philosophy of language, ethics, and political philosophy. Several of the contributions demonstrate the benefits of integrating the methodologies and perspectives of these literatures. The essays are framed by a comprehensive introductory survey of the contemporary literature written by the editors.

"The work of Bach and Harnish represents an able attempt by a philosopher and a linguist respectively to restore some sorely needed naturalistic assumptions to the study of linguistic communication."

This study is an inquiry into the pragmatics of speaker and hearer reference. It falls into a theory-based and a description-based part. The former covers three topics: (a) the categories of speaker and hearer as opposed to the category of nonparticipants in the speech act; (b) the interactional roles of speaker and hearer as defined by the illocutionary point of the speech act and the preconditions underlying its successful performance; (c) the decomposition of the speech act as a model for describing strategies in verbal interaction. The object of the descriptive part of this study is to survey the different realizations of the categories of speaker and hearer reference and the strategic effects speakers intend to bring about by employing them. For this purpose, a language-specific analysis is applied to the system of speaker and hearer reference in Peninsular Spanish. For the sake of homogeneity, Peninsular Spanish is also chosen as the object language for the discussion of the general language phenomena which are treated in the theoretical discussion.

This book demonstrates the presence of literature within speech act theory and the utility of speech act theory in reading literary works. Though the founding text of speech act theory, J. L. Austin's How to Do Things with Words, repeatedly expels literature from the domain of felicitous speech acts, literature is an indispensable presence within Austin's book. It contains many literary references but also uses as essential tools literary devices of its own: imaginary stories that serve as examples and imaginary dialogues that forestall potential objections. How to Do Things with Words is not the triumphant establishment of a fully elaborated theory of speech acts, but the story of a failure to do that, the story of what Austin calls a "bogging down." After an introductory chapter that explores Austin's book in detail, the two following chapters show how Jacques Derrida and Paul de Man in different ways challenge Austin's speech act theory generally and his expulsion of literature specifically. Derrida shows that literature cannot be expelled from speech acts—rather that what he calls "iterability" means that any speech act may be literature. De Man asserts that speech act theory involves a radical dissociation between the cognitive and positing dimensions of language, what Austin calls language's "constative" and "performative" aspects. Both Derrida and de Man elaborate new speech act theories that form the basis of new notions of responsible and effective politico-ethical decision and action. The fourth chapter explores the role of strong emotion in effective speech acts through a discussion of passages in Derrida, Wittgenstein, and Austin. The final chapter demonstrates, through close readings of three passages in Proust, the way speech act theory can be employed in an illuminating way in the accurate reading of literary works.

Speech acts are an important and integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been demonstrated in studies conducted in the field of interlanguage pragmatics which indicate that the performance of speech acts may differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters. Considering these concerns, the aim of this volume is two-fold: to deal with those theoretical approaches that inform the process of learning speech acts in particular contextual and cultural settings; and, secondly, to present a variety of methodological proposals, grounded on research-based ideas, for the teaching of the major speech acts in second/foreign language classrooms. This volume is a valuable theoretical and practical resource not only for researchers, teachers and students interested in speech act learning/teaching but also for textbook writers wishing to have an informed opinion on the pedagogical implications derived from research on speech act performance.

Speech acts, those actions carried out mainly by means of language, are used in English in a range of complex ways. However, they have rarely been covered in English as a foreign language (EFL) materials and textbooks. Bringing together current theories from pragmatics and cognitive linguistics, this book addresses this gap by providing a comprehensive model of directive speech acts and showing how to teach them to learners of English. It provides a review of the strengths and weaknesses of current theories of illocution and a critical assessment of existing EFL textbooks. Descriptions of the meaning and form of directive speech act constructions are given in the cognitive pedagogical grammar of directive speech acts (included), which offers a wealth of examples to make the information accessible to non-specialist readers. The book also provides a wide range of practical activities, showing how research on illocutionary acts can be implemented in practice.