Shadowing Practice: SEM141 - Speech Acts - An Overview - Learn English Speaking with Video
בחר מצב תרגול
כל מצב פותח חדר תרגול במסך מלא.
149 משפטים
אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.
1
Any semantic theory must give an account of word and sentence meaning, explaining their nature and the relations between them.
2
Yet, such a semantic theory has little to say about any structures other than standard declarative sentences
3
or about semantic aspects involved in conversation.
4
Look at the following anomalies.
5
there please.
6
Well, here the adverb there is illegal in this context.
7
Rather it should be come here please, that is, from an external position to the position of the interlocutor.
8
Or take this one.
9
I hereby run to the station.
10
Well, here the adverbial hereby requires a so-called performative verb,
11
that is, a verb that performs a certain action such as promise, declare but run is not such a verb.
12
What do you think about this one here?
13
I promise I'll come to your party.
14
That's not really me, is it?
15
Anyway, the term promise normally involves that the addressee wants the promise to be realized.
16
Is that the case here?
17
Do you really want me to turn up at your party?
18
I don't know.
19
Well, here is my final example.
20
The table is under the ashtray.
21
Here we have a problem of perspective.
22
Small objects are mentioned first if they are related to larger objects.
23
Thus, the table is under the ashtray is only acceptable in this situation.
24
If the ashtray is at least as big as the table, maybe in a fairy tale world.
25
The goal of pragmatics is to define these and other non-truth functional aspects of meaning, hence a more general approach to meaning.
26
The modern use of the term pragmatics goes back to the American philosopher Charles William Morris,
27
who defined pragmatics as the study of the relation of signs to interpreters.
28
Thus, we need to make a distinction between the usual meaning of a word
29
or a sentence and the meaning it has in specific circumstances.
30
That is, we need to differentiate between meaning and use.
31
Here is an example.
32
Imagine someone says, it's fairly hot in here, which is the case because there are all the lamps around me.
33
Now, what does this utterance mean?
34
Well, it probably means that you could say some unknown person notices
35
that the temperature at the location of the speaker is currently above average.
36
That's the plain meaning.
37
And what about the use?
38
Well, the use could be something like this.
39
Someone is intended to open the window.
40
Now this dichotomy between semantics, the meaning on the one hand, and pragmatics, the use, is controversial among linguists.
41
Perhaps the most useful distinction is made in terms of sentence meaning versus utterance meaning,
42
where the latter includes all secondary aspects of meaning.
43
Two fields constitute the core of linguistic pragmatics,
44
the analysis of utterances and the analysis of conversation.
45
We will focus on utterances in this e-lecture.
46
In a now famous little book entitled How to do things with words,
47
with words, which was posthumously published in 1962,
48
John Langshaw Austin pointed out that a large number of utterances are part of an action, that is, they are performative.
49
For example, I hereby name this ship HMS Titanic.
50
This utterance is clearly in action.
51
As soon As it is uttered by the person who is entitled to utter it, the ship will have been named accordingly.
52
Thus uttering this sentence is an action of baptism.
53
Oh, here's another one.
54
There's a dog in the field.
55
Well, this utterance is likely to be understood as a warning.
56
Well, and how do you understand this?
57
Don't do that.
58
Well, maybe as an order or a request.
59
The peculiar thing about these sentences is that they are not used to state things.
60
That is, they are not just conceptive, but rather actively do things.
61
Furthermore, such utterances cannot be assessed as true or false, but only as appropriate or inappropriate.
62
How this is done has been manifested in speech act theory.
63
Now besides the insight that utterances are used to perform actions,
64
speech act theory assumes that speakers are simultaneously involved in three different speech acts when uttering a sentence.
65
Let us analyze these acts using our utterance don't do that.
66
The first of these acts is the so-called locutionary act.
67
This is the act of uttering a sentence with its meaning comprising phonetic and syntactic aspects corresponding to any meaningful utterance.
68
What does don't do that mean?
69
Well, it first of all addresses an unknown person,
70
you, the covered subject, the addressee of the speech act.
71
Then don't, well that's the opposite of allowance, this is the symbol for negation in logic.
72
So someone is not allowed to perform something.
73
So you're not allowed to perform something.
74
What is it that you're not allowed to perform?
75
Well, it's the overt object, probably this object here, this socket,
76
the object of the sentence meaning an unknown entity.
77
Well, as I said in this case, the socket.
78
So, the locutionary act is related to the basic linguistic analysis of an utterance.
79
Central to speech act theory is the illocutionary act.
80
It describes what the speaker does by uttering a sentence, that is, in performing the locutionary act.
81
For example, commanding, promising, threatening, warning, and so on and so forth.
82
The intended effect of an utterance used to perform a certain elocutionary act is known as elocutionary force.
83
Most elocutionary acts are implicit.
84
That is, they lack a particular performative verb signaling the act.
85
So, don't do that is an implicit order.
86
However, we can easily make an implicit act explicit.
87
An elocutionary act is explicit if the utterance contains a performative verb, that is a verb that denotes the act.
88
The optional adverb hereby can be inserted into such a performative utterance to stress its performative nature.
89
Well, here is the explicit elocutionary act.
90
Now, such an explicit elocutionary act or performative utterance follows a specific linguistic formula.
91
It always has a subject which must occur in the first person singular.
92
Then we have the optional adverbial hereby and a verb.
93
And the verb, quite interestingly, must be used in the simple present tense.
94
Now compare the following.
95
If I said, I am hereby ordering, this would not be in order at all.
96
It would be an explanation of what I'm doing at a particular time.
97
So it must occur in the simple present tense.
98
And then of course we have an optional object which,
99
if we use it, must occur in the second person, singular or plural.
100
There are some cases where the object could occur in the third person, for example, in the act of baptizing,
101
I hereby name this ship, for example.
102
Even if you use performative utterances, the interpretation might not necessarily be clear.
103
My father, and I remember this very well, often said to me, My dear son, I promise if you do that again, I will.
104
It was a warning, wasn't it?
105
Shall I tell you the whole story?
106
Well, I'd better not.
107
Let's finally look at the perlocutionary act.
108
The perlocutionary act denotes the effects on the listener by means of performing the illocutionary act.
109
The effects are special to the situation and may or may not be what the speaker intended.
110
Don't do that.
111
Well, what is the intention?
112
Well, either the speaker succeeds in preventing the listener from touching the dangerous object or not.
113
All speech acts have to follow certain felicity conditions.
114
I love that word.
115
An alternative would be appropriacy conditions.
116
Now, these conditions have to be satisfied for the performance of a speech act to be recognized as intended.
117
There are cases where the performance of a speech act will be infelicitous or, if you prefer, inappropriate, if the speaker is not a specific person in a specific context.
118
Here are some examples of declarations.
119
I declare open the Olympic Games.
120
Well, can I do it?
121
Certainly not.
122
I'm not the person who is entitled to do so.
123
So I have just violated one felicity condition.
124
I sentence you to six months in prison.
125
Again, I can't do that.
126
Or could you say something like, I hereby finish my oral exam?
127
You'd love to, but you can't because it's your examiner who is entitled to do that.
128
So you see declarations just like the other illocutionary acts such as promising or threatening, they have to follow certain conditions.
129
Austin's approach identifies several such conditions ranging from preparatory conditions,
130
that is the necessary condition for a speech act such as the correct person who performs it,
131
to propositional conditions where an act needs to say certain things about the world which are in line with the speech act.
132
These conditions will be discussed in a separate e-lecture about speech acts.
133
Now many efforts have aimed at categorizations of the types of speech acts possible in language.
134
In fact, some acts are so universal and fundamental that they are grammaticalized into the same basic sentence types in most languages.
135
So, for example, into statements, into questions, to orders.
136
However, this typology only associates sentence types with their most literal, unmarked elocutionary force.
137
Generally, the set of speech acts recognized by the speakers of a language is much more diverse and more finely grained.
138
A more sophisticated scheme was proposed by John Searle who was born in 1932.
139
He suggested that all speech acts fall into five main categories.
140
Representatives, things such as boasting or bragging, I'm an excellent footballer, would be such an act.
141
Directives or commands.
142
Commissives such as promising, well we've heard about some examples here here, expressive emotional responses, something like,
143
oh please forgive me, and of course, declarations.
144
With this e-lecture, you should now have some basic understanding of the fact that you can actually do something with language,
145
and that you can achieve particular effects.
146
So pragmatics is more than mere analysis of language.
147
It is the examination of language and its effects you can achieve with it.
148
This e-lecture concentrated on the effects you can achieve with utterances.
149
A follow-up e-lecture will add the central principles of conversation. So see you then.
הורד אפליקציה
כל מה שאתה צריך כדי לדבר בשטף
הגיית AIציון לכל משפט
תרגול IPAשלוט בכל צליל
אוצר מיליםבנה את מאגר המילים שלך
משחק אוצר מיליםלמד תוך כדי משחק
FOR YOU
המלץ על סרטון
C11
97 משפטים
Pragmatics: Crash Course Linguistics #6
IELTS PrepTOEFL PrepUniversity Students
C11
65 משפטים
Gee: What is Discourse
IELTS PrepTOEFL PrepCambridge Exam Prep
C18
549 משפטים
Philosophy of Science Lecture #1: Introduction
IELTS PrepTOEFL PrepCambridge Exam Prep
C12
124 משפטים
bassham ch3pt1
IELTS PrepTOEFL PrepCambridge Exam Prep
C115
76 משפטים
Contemporary Topics 2 Unit 2 Lecture with Powerpoint
IELTS PrepTOEFL PrepCambridge Exam Prep
C12
233 משפטים
Are we WRONG about most FAMOUS LINGUISTICS experiment??
IELTS PrepTOEFL PrepCambridge Exam Prep
C18
373 משפטים
IELTS Speaking Band 9- Perfect Pronunciation + Vocabulary
IELTS PrepCambridge Exam PrepUniversity Students
C17
872 משפטים
Advance English Learning | The Mechanics of Fast Speech: Assimilation, Elision, and Intrusion
IELTS PrepTOEFL PrepUniversity Students
B22
44 משפטים
WRITE FROM DICTATION - THÁNG 07.2026 - PART 6
TOEFL PrepCambridge Exam PrepUniversity Students
C15
64 משפטים
CONTEMPORARY TOPICS UNIT 9 LINGUISTICS ANIMAL COMMUNICATION
IELTS PrepTOEFL PrepUniversity Students
C15
48 משפטים
Linguistic Relativity: How Language Shapes Thought
IELTS PrepTOEFL PrepUniversity Students
B21
85 משפטים
英语语音语调教程 | 雅思口语Part2: Famous people differences（下）
IELTS PrepCambridge Exam PrepUniversity Students
אוצר מילים והערות הגייה לשיעור הזה
שיעור הדיבור הזה ברמה C1 מבוסס על הסרטון “SEM141 - Speech Acts - An Overview”. המילים שחוזרות הכי הרבה: utterance, speech, sentence, meaning, condition. בסרטון הזה יש 149 משפטים ו-1683 מילים לתרגול Shadowing. הדיבור נמשך 14:18. הדובר שומר על קצב יציב של כ-118 מילים בדקה, קצב נוח לתרגול Shadowing. רק 81% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית, כך שאוצר המילים מאתגר.
אוצר מילים מרכזי בסרטון הזה
15 המילים המתקדמות ביותר בסרטון, עם ההגייה והמשמעות שלהן:
| מילה | הגייה | משמעות |
|---|---|---|
| verb שם עצם | /vɝb/ | פועל, פֹּעַל |
| explicit שם תואר | /ɪkˈsplɪs.ɪt/ | בּוֹטֶה |
| ashtray שם עצם | /ˈæʃ.tɹeɪ/ | מַאֲפֵרָה |
| linguistic שם תואר | /lɪŋˈɡwɪstɪk/ | לְשׁוֹנִי |
| socket שם עצם | /ˈsɑkɪt/ | שֶׁקַע |
| listener שם עצם | /ˈlɪs(ə)nɚ/ | מַאֲזִין |
| threaten פועל | /ˈθɹɛt.n̩/ | איים |
| tense שם עצם | /tɛns/ | זְמַן |
| baptize פועל | /ˈbæptaɪz/ | הִטְבִּיל |
| interlocutor שם עצם | /ˌɪn.təɹˈlɑk.jə.təɹ/ | בן־שיח, בת־שיח |
| linguist שם עצם | /ˈlɪŋɡwɪst/ | בַּלְשָׁן |
| semantics שם עצם | /sɪˈmæntɪks/ | תורת המשמעים, סמנטיקה |
| correspond פועל | /ˌkoɹəˈspɑnd/ | הִתְכַּתֵּב |
| boast פועל | /boʊst/ | התרברב, הִתְפָּאֵר |
| baptism שם עצם | /ˈbæptɪzəm/ | טְבִילָה |
משפטים שכדאי לחזור עליהם
משפטים קצרים ושלמים מהסרטון שאפשר להשתמש בהם בשיחה יומיומית:
- What do you think about this one here?
- I promise I'll come to your party.
- That's not really me, is it?
- What is it that you're not allowed to perform?
- Shall I tell you the whole story?
דקדוק בסרטון הזה
המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:
| מבנה | בסרטון |
|---|---|
| משפטי תנאי (Conditional sentences) if + clause, will/would + verb — תנאי ותוצאה שלו | if you do that again, I will |
| סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה | be realized · are mentioned · is intended |
| משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר | here, which is · words, which was · person who is |
| הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו | has been manifested · have just violated · have aimed |
הגייה ששווה לשים לב אליה
הדובר משתמש ב-19 קיצורים וצורות מקוצרות, כמו don't, I'm, can't. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.
- הצלילים של “sh” ו-“zh”: ashtray /ˈæʃ.tɹeɪ/, optional /ˈɑp.ʃə.nəl/, categorization /ˌkæt.ə.ɡə.ɹaɪˈzeɪ.ʃən/, negation /nɪˈɡeɪʃn̩/, differentiate /dɪf.əˈɹɛn.ʃi.eɪt/
- מילים ארוכות — שימו לב להטעמה: adverbial /ædˈvɝbi.əl/, felicity /fəˈlɪsəti/, inappropriate /ˌɪnəˈpɹoʊpɹi.ət/, anomaly /əˈnɑ.mə.li/, categorization /ˌkæt.ə.ɡə.ɹaɪˈzeɪ.ʃən/
צלילים שדוברי עברית מתקשים בהם:
- /w/ — שפתיים מעוגלות, לא /v/: linguistic /lɪŋˈɡwɪstɪk/, linguist /ˈlɪŋɡwɪst/
- /æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: pragmatic /pɹæɡˈmætɪk/, ashtray /ˈæʃ.tɹeɪ/, semantic /sɪˈmæntɪk/, addressee /ˌædɹɛˈsiː/, adverbial /ædˈvɝbi.əl/
- /r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: utterance /ˈʌtəɹəns/, hereby /hɪɹˈbaɪ/, pragmatic /pɹæɡˈmætɪk/, utter /ˈʌtəɹ/, ashtray /ˈæʃ.tɹeɪ/
איך לתרגל עם הסרטון הזה
- הקשיבו לכל הסרטון פעם אחת בלי לדבר, ורשמו את המילים שאתם לא מכירים.
- תרגלו Shadowing משפט אחר משפט במהירות רגילה, וחזרו על כל משפט עד שהקצב שלכם תואם את הדובר.
- הקליטו את עצמכם והשוו למקור, תוך תשומת לב למילים כמו verb, explicit, ashtray.
מהי טכניקת השאדואינג?
שאדואינג היא טכניקת למידת שפה מבוססת מדע שפותחה במקור להכשרת מתורגמנים מקצועיים ופופולרית על ידי הפוליגלוט ד"ר אלכסנדר ארגואלס. השיטה פשוטה אך עוצמתית: אתה מקשיב לאודיו באנגלית ילידית וחוזר עליו בקול רם מיד — כמו צל העוקב אחרי הדובר עם עיכוב של 1–2 שניות בלבד. בניגוד להאזנה פסיבית או תרגילי דקדוק, שאדואינג מכריח את המוח והשרירים בפה לעבד ולשחזר דפוסי דיבור אמיתיים בו זמנית. מחקרים מראים שזה משפר משמעותית את דיוק ההגייה, האינטונציה, הקצב, הדיבור המחובר, הבנת השמיעה ושטף הדיבור — מה שהופך אותו לאחת השיטות היעילות ביותר להכנה לIELTS Speaking ולתקשורת באנגלית בעולם האמיתי.