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phrase and sentences in his/her native pin /p/ language” /b/ bin unhappy un happy the girl likes the boy the boy likes the girl .“The tacit knowledge which enables speakers to form and interpret words.

Language code appropriate use In sociolingui social contexts stic C. Discourse how sentences are combined to form unified spoken and written texts C. mastery of .“The ability to apply not only the grammatical rules of language in order to form grammatically correct sentences but also to recognize where and when to use these sentences” Grammat mastery of ical C. strategic C.

“A minimal functional unit in human communication ” “It attempts to explain how speakers use language to accomplish intended actions and how hearers infer intended meaning form what is said” .

It’s hot in here!  It is also called “Locutionary Meaning”.  It refers to the literal or propositional meaning of an .

Indirect request It’s Indirect hot in here! refuse comp laint It’s hot in . It is also called “Illocutionary Meaning”.  It refers to social function of an utterance.

It’s hot in here!  It is also called “perlocutionary Meaning”.  It deals with the result or effect that is produced by an utterance. .

asser tions Clai ms repor Willia ts m Shake speare sugge stions reque sts comm Don’ ands t play with apolo gies comp laints thank I’m s reall y sorr pro mis es trea ts I’ll offer be s bac k decre es declar ations I now pronno unce you husban .

They allows speakers to perform a wide range of functions reque sts compl ain apolo gize they facilitate the process of communication and make it more effective .

listening. (UNEFM. model dialogue the 1994) ourse competition tasks (DCT) role-play .iscourse rating tasks “EFL students must be able to communicate effectively in different contexts. by developing the four macroskills:speaking. writing and reading.

. G a ial st ship soc n latio . Age & uess tus.Teachers can present students with examples of speech acts in use  First. the students listen a dialogue and then they identify the kind of speech act used. they are presented with more dialogues .  Then.

divide them in pairs and have them act mind in ave ocial H ge. s . & A s statu .It can follow the model dialogue  After students have analyzed a number of dialogues (language function).

This is one of the most popular tools  Students are required to do a completion (ending) exercise and provide appropriate responses to various scenarios .

indirect to direct. unassertive to assertive.g. or impolite to polite) based on a . It requires the learners to rate various responses on a continuun (e.

 Provide communicative feedback regarding . Stress the advantages of conversing like a native speaker.  Help students accept communication difficulties as normal.  Impress upon learners that they should not be overly concerned with communication difficulties.  Stress that it is not necessary to converse perfectly to communicate in the second language.  Provide students with information about communication difficulties.

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