PAPER OF SOCIOLINGUISTICS

ACTING AND CONVERSING

WRITTEN BY:

GROUP 4

LAODE DARFIN IDHAR N1D220151

FINI ALFINA ROSYIDA N1D220149

SITI SYARAENI N1D220133

MAHARANI N1D22061

SITI MUNAWWARAH N1D220083

WAHYU AWALUDDIN N1D220031

MUHAMMAD IZMED N1D220065

ELSA SAHRANI N1D220107

SHELLA NOVIANTI RAMADHANI N1D220025

ENGLISH LITERATURE STUDY PROGRAM

MAJOR OF LANGUAGE AND LITERATURE

FACULTY OF CULTURAL SCIENCE

HALU OLEO UNIVERSITY

KENDARI

2022
 FOREWORD

Praise and gratitude for the presence of Allah SWT who has given His grace and guidance so that
the author can complete the assignment of the paper entitled “Acting And Conversing” it's just in
time.

The purpose of writing this paper is to fulfill the duties of the lecturer in the
SOCIOLINGUISTICS course. The author would like to thank the lecturer, as a
SOCIOLINGUISTICS course lecturer who has given this assignment so that he can add
knowledge and insight in accordance with the field of study that we are engaged in.

The author would also like to thank all those who have shared some of their knowledge so
that we can complete this paper.

The author realizes that the paper we have written is still far from perfect. Therefore, we
will look forward to constructive criticism and suggestions for the perfection of this paper.

Kendari, 02 June 2022

Group 4
 TABLE OF CONTENTS

FOREWORD...................................................................................................................................2
TABLE OF CONTENTS................................................................................................................3
CHAPTER I.....................................................................................................................................4
PRELIMINARY..............................................................................................................................4
A. Background...........................................................................................................................4
B. Problem Formulation............................................................................................................4
C. Purpose.................................................................................................................................4
D. Limited of problem..................................................................................................................4

CHAPTER II...................................................................................................................................5
DISCUSSION..................................................................................................................................5
A. Acting and Conversing........................................................................................................5

B.Acting And Conversation Involve The Discussion Of Speech Acts, Cooperation, And
Conversation................................................................................................................................7
1. Speech Acts..................................................................................................................... 7
2. Cooperation.......................................................................................................................8
3. Conversation................................................................................................................................9

CHAPTER III................................................................................................................................12
CLOSING......................................................................................................................................12
A. Conclusion..........................................................................................................................12
B. Suggestion ..........................................................................................................................12
REFERENCES..............................................................................................................................13
 CHAPTER I

PRELIMINARY

A. Background

         In speaking  to one another, we make use of sentences, or to be more precise, utterances.we
can attempt to classify these utterances in any one of a variety of ways. We can try to classify
them by length such as : By counting the number of words in each utterance, but that appears to
be of little interest except to those who believe that shorter utterances are more easily understood
than longer ones.

       In recent years a number of philosophers have pointed out importand things about what
utterances do and how at times their use is quite independent of their form.

       And because of that this paper will discussions about the acting and conversing about some
experts. Such as : Austin and Searle and then about cooperation and face about Grice and
Goffman.

B. Problems

1.    What  the understanding of acting and conversing ?

2.    What the meaning of acting and conversing about Austin and Searle ?

3.    What the meaning of cooperation and face about  Grice and Goffman ?

C. Purpose

       The purpose of this paper is to inform for the reader about what is the meaning of acting and
conversing about some experts, the meaning of cooperation and face about Grice and
Goffman.and the rules from each experts.

D. Limited of problem

        The limited of problem in this paper only about the opinions or statements of some
experts  about the acting and conversing and cooperation and face.
 CHAPTER II

Discussions

A. Acting and Conversing

      As soon as we look closely at conversation in general , we see that it involves much more than
using language to state propositions or convey facts. Through conversation we establish
relationships with others, achieve a measure of cooperation, keep chnnels open for futher
relationship and so on. The utterances we use in conversation enable us to do these kinds of things
because, conversation itself has certain properties which ar well worth examining.

 Our concern in this term is there are two fold :

1.    We will be concerned both with what utterance do and how they can be used.

2.    Specifically, with how we use them in conversation.

Speech Acts ; Austin and Searle

        One thing that many utterances do is make propositions : They do this mainly in the form of
either statements or questions, but other grammatical forms are also possible. Such as :

         [‘ I had busy today]’, ‘[ have you called your mother?’], and [‘ your dinner ‘s ready’]. These
utterances connected in some way with events or happening in a possible in world.one that can be
experienced or imaginated.

        A different kind of propositions is the ‘ Ethical’ proposition. e.g [ God is

love,]     [ beethoven is better than brahms]. Just like ordinary proposition , the
ethical   proposition may be true or false, although not in the same sense.but, truth and falsity are
not the real purpose of ethical propositions.this real purpose is to serve as guides to behavior in
some world or other.

Another kind of utterance is the ‘phatic’ type. for example ;

[ ‘nice day’,] [ ‘how do you do ]‘, ‘[ you are looking smart today’.]

       We employ such utterances not for their propositional content but, rather for their affective
value as indicators that one person is willing to talk to another and that a channel of
communication is either being opened or being kept open.

 The philosopher, J.l.L Austin [1962 ], distinguished still another kind of utterance from
these , the performative utterance, a person is not just saying something but is actually
doing something if certain real-world condition are met.

For example ;

a)    To say ‘ I name this ship ‘,’’ liberty bell’’, in certain circumstances is to name a ship.

b)    To say ,’’I do’’, in other  circumstances is to  find oneself is husband or a wife or a bigamist.
       Such utterances perform acts  : The naming of ship, and marrying.a speech acts changes in
some way the conditions that exist in the world.it does something, and it is not something that in
itself is either true or false. Truth and falsity may be claims made about its having been done , but
they cannot be made about the actual doing.

 Austin pointed out that the ’circumtances’ mentioned above can be prescribed.he mention
certain felicity conditions that performative must meet to be successful.

1)    A conventional procedure must exist for doing whatever is to be done and that procedure
must specify who must say and do what and in what circumstances.

2)    All participants must properly execute this procedure and carry it through to completion.

3)    The necessary thoughts, feelings and intentions must be present in all parties.

       In general , the spoken part of the total act , the actual speech  act.

 Austin also acknowledges that there are less explicit performatives. Declaration like  ‘ I
promise’, ‘ I apologize’, and ‘I warn you’. Have many of the same characteristics as  the
previously mentioned utterance but lack any associated conventional procedure; for
anyone can  promise, apologize, and warn.

Austin [ 1962 ], pp. 150-63] divides performatives into five categories ;

1)    Verdictives, typified by the giving of a verdict , estimate, grade, or appraisal    [ we find the
accused guilty ]

2)    Exercitives , the exercising of powers, rights, or influences as in appointing , ordering,

warning, or advising  [ I pronounce you husband and wife ].

3)    Commissives , typified by promising or undertaking and committing one to do something by ,

for example : announcing an intention or espousing a cause   [ I hereby bequeath ]

4)    Behabitives , having to do with such matters as apologizing, congratulating, blessing, cursing,

or challenging [ I apologize ].

5)    Expositives , a term  used  to refer to how one make utterances fit into an argument or
exposition [ I argue, I reply, or I assume ].

 According to Searle [ 1969,pp.23-24 ] we can perform at least three different kinds of act
when we speak. There are ; Utterances acts, propositional acts, and illocutionary  acts.

a)    Utterances acts refer to the fact that we must use words and sentences if we are to say
anything at all.

b)    Propositional acts are those matter having to do with referring and predicting.: We use
language to refer to matters in the world and to make predictions about such matters.

c)    Illucionary acts : Have to do with the intents of the speakers, such as : Stating, questioning,
promising or commanding.
  An utterance acts may have no propositional content, as in an expression like ‘
‘damn’ however, an illucionary act must be both a propositional act and an utterance act.it
is also possible that different propositional acts may be used for the same illucionary act.

For example :

May have the same illucionary force, since it is quite possible to ask someone to close a door wih
different words. Such as :

      ‘[ it’s cold in here]’, ‘[ the door ‘s open]’, ‘ and ‘ [could someone see to the door]’.Utterances
can also cause heares to do things.

        If we look at how we perform acts we can as Searle [ 1975 ] has indicated , categorize which
we can make requests or give orders even indirectly.there are utterances types that focus on the
hearer’s ability to do something.

 Searle has concentrated his work on speech acts on how a hearer perceives a
particular  utterance to have the force it has , what he calls the ‘ uptake’ of an particular
utterance in particular , what makes a promise a promise ? for Searle there are five
rules  that govern promise-making.

1)    The propositional content rule , is that the words must predicate a future action of the
speaker.

2)    And 3 ] the prepatory rules , require that both the person promising believes he or she can do
what is promised.

4 ] the sincerely rule, requires the promise to  intend to perform the act, that is, to be placed under
some kind of obligation .

5 ] the essential rule , says that the uttering of the words counts as undertaking an obligation to
perform the action.

        In contrast to Austin , who focused his attention on how speakers realize their intentions in
speaking, Searle focused  on how listeners respond to utterances, that is, how one person tries to
figure out how another is using a request or something else.

B. Acting And Conversation Involve The Discussion Of Speech Acts, Cooperation, And
Conversation.

1. Speech Acts

The contemporary use of the term goes back to J. L. Austin's development of performative
utterances and his theory of locutionary, illocutionary, and perlocutionary acts. Speech acts are
commonly taken to include such acts as promising, ordering, greeting, warning, inviting and
congratulating. Speech acts can be analysed on three levels:
1.     A locutionary act, the performance of an utterance: the actual utterance and its ostensible
meaning, comprising phonetic, phatic and rhetic acts corresponding to the verbal, syntactic and
semantic aspects of any meaningful utterance;

2.     an illocutionary act: the pragmatic 'illocutionary force' of the utterance, thus its intended
significance as a socially valid verbal action (see below);

3.     and in certain cases a further perlocutionary act: its actual effect, such as persuading,
convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize
something, whether intended or not (Austin 19)

As Searle says (1999, p. 151), ‘one can perform one speech act indirectly by performing
another directly.’ Searle has concentrated his work on speech acts on how a hearer perceives a
particular utterance to have the force it has, what he calls the ‘uptake’ of an utterance. In
particular, what makes a promise a promise? For Searle there are four rules that govern promise-
making.

·         The first, the propositional content rule, is that the words must predicate a future action of
the speaker.

·         The second and third, the preparatory rules, require that both the person promising and the
person to whom the promise is made must want the act done and that it would not otherwise be
done. Moreover, the person promising believes he or she can do what is promised.

·         The fourth, the sincerity rule, requires the promiser to intend to perform the act, that is, to
be placed under some kind of obligation; and

·         The fifth, the essential rule, says that the uttering of the words counts as undertaking an
obligation to perform the action. If this view is correct, it should be possible to state the necessary
and sufficient conditions for every illocutionary act.

2. Cooperation

Grice (1975, p. 45) maintains that the overriding principle in conversation is one he calls
the cooperative principle: ‘Make your conversational contribution such as is required, at the stage
at which it occurs, by the accepted purpose or direction of the talk exchange in which you are
engaged.’ You must therefore act in conversation in accord with a general principle that you are
mutually engaged with your listener or listeners in an activity that is of benefit to all, that benefit
being mutual understanding.

Conversation is cooperative also in the sense that speakers and listeners tend to accept
each other for what they claim to be: that is, they accept the face that the other offers (see p. 276).
That face may vary according to circumstances, for at one time the face you offer me may be that
of a ‘close friend,’ on another occasion a ‘teacher,’ and on a third occasion a ‘young woman,’ but
it is a face which I will generally accept. I will judge your words against the face you are
presenting, and it is very likely that we will both agree that you are at a particular moment
presenting a certain face to me and I am presenting a certain face to you.

Conversation therefore involves a considerable amount of role-playing: we choose a role for

ourselves in each conversation, discover the role or roles the other or the others are playing, and
then proceed to construct a little dramatic encounter, much of which involves respecting others’
faces. All the world is a stage, and we are players! We do get some help in trying to decide what
face another is presenting to us and what role is being attempted, but it requires us to have certain
skills.

3. Conversation

Conversation is a cooperative activity also in the sense that it involves two or more parties,
each of whom must be allowed the opportunity to participate. Consequently, there must be some
principles which govern who gets to speak, i.e., principles of turn-taking. Turn-taking in
conversation is much more complex than it might appear because we engage in it so easily and
skillfully. Utterances usually do not overlap other utterances, and the gaps between utterances are
sometimes measurable in micro-seconds and on average are only a few tenths of a second. Turn-
taking also applies in a variety of circumstances: between as few as two participants and upward
of a score; on the telephone as well as in face-to-face interaction; and regardless of the length of
particular utterances or how many people want to take a turn. It seems that there must be some
system of ‘traffic rules’ which we are aware of since we manage the taking of turns so well. It is
very rare indeed to see turn-taking spelled out in advance, e.g., in ceremonials or formal debates
in which turns are pre-allocated. Ordinary conversation employs no such pre-allocation: the
participants just ‘naturally’ take turns.

Adjacency pair occurs when the utterance of one speaker makes a particular kind of
response very likely. A greeting, for example, is likely to be answered by another greeting.

Example

A : How do you do?

B : How do you do.

or

A : How are you?

B : I am very well, thanks.

In an adjacency pair, there is often a choice of two likely responses. A request is most likely to be
followed by either an acceptance or a refusal. In such cases, one of the responses is termed the
preferred response, because it occurs most frequently, and the other is the dispreferred response,
because it is less common.

Insertion sequence is in which one question and answer pair contains another, {Q (Q-A) A}. For
example:

A : Did you enjoy the meal? (Q)

B : Did you? (Q)

A : Yes. (A)

B : So did I. (A)

A side sequence is when speaker simply switch from one type to another unrelated one, and then
back again. For example:

A : I am dying to know – where’s my watch by the way?

B : What?

A : What Gillian’s aerobics sessions are like HA HA HA

HA.

B : What aerobics sessions? It’s here.

A : Gillian does aerobics sessions every evening. LEADS

them. Thanks. Can you imagine?

Repair is in which participants correct either their own words or those of another participant,
edging towards situation in which maximum communication is achieved. For example:

A : What have you got to do this afternoon?

B : Oh, I’m going to repair the child bar.

A : What do you mean CHILD bar?

B : Uh, it is metal bar goes acr—has to be fixed from one side of the car. I
mean from one side of the back seat to the other for the BABY seat to go
on.

A : AH…
Pre-sequence is the utterances which are used by participants in conversation to draw attention to,
or prepare the ground for, the kind of turn they are going to take next. For example:

A : Have you got any jazz?

B : Yes. Pre-request

A : Can I put one on?

And

A : Are you free tonight?

B : Yes. Pre-invitation

A : Like to go to that film?

Often these act as devices for obtaining the right to a longer turn, like a story. In English, the most
obvious examples of this are clichéd openings of jokes like “Have you heard the one about
the . . .?” or personal anecdotes “Listen! Do you know what happened to us last night?” These
also defend the speaker against refusal and save time, by determining whether to continue.

If aright to a longer turn is obtained, its ending must also be signaled so that the other participants
know it is finished and a contribution from them will not be construed as an interruption. Such
signals may include pauses, particular kinds of laughter, and particular filler words like “Anyway”
or “So…”.
 CHAPTER III
CLOSING
A. Conclusion

       In this paper explain about the meaning of acting and conversing, some understanding about
some experts such as : Austin and Searle. And the meaning of cooperation and face about Grice
and Goffman.

B. Suggestion

       This paper not perfect , the writer feel that her paper still much the weakness, so because of
that the writer hope some suggestions and  develop critics of the readers.
 REFERENCES

http://colllectionofthepapers.blogspot.com/2012/10/acting-and-conversing-in.html

http://faculty.wwu.edu/sngynan/slx12.html

http://ifake2.blogspot.com/2013/12/sociolinguistics-acting-and-conversing.html