||An analysis of extracts of The Godfather using speech act theory and its implications for the EFL classroom
430 , 2017-03 , 京都産業大学
This study examines the way in which speaker meaning is not always explicitly understood through the denotive meaning of linguistic items alone, but often relies on the context and shared knowledge of the speakers. This is important for learners of English who require communicative competence (Canale and Swain, 1980) rather than mere linguistic competence. A component of this is pragmatic competence, which is here discussed in relation to speech act theory, proposed and developed by Austin (1962) and Searle (1969, 1976); Grice’s Cooperative Principle and conversational maxims (1975), and politeness theory (Brown and Levinson 1987). Extracts from the movie, The Godfather, are analyzed to demonstrate how certain speech acts can be misinterpreted. Finally, a number of ways are proposed in which these extracts can be used in second language teaching to fi ll gaps in pedagogical materials that have been identifi ed by other commentators (Tatsuki, 2016).