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Abstract


A COMPARASION FOR THE FELICITY CONDITIONS AND REALIZATION PATTERNS OF SPEECH ACTS IN CONTEXT OF TEACHING TURKISH AS A FOREIGN LANGUAGE
Abstract In this study, according to Searle, a study was carried out with the native Turkish speakers, considering the theory that speech acts limit the meanings of them and it has been reached the contexts of speech acts and their realization patterns that they have performed. Through the context of their speech acts, it has been examined whether they are aware of the felicity conditions of their speech acts. Beside of this, it has been found how the learners of Turkish language as a foreign language use these felicity conditions and how they perceive them. In addition, it has been observed how much mistakes they make compared to Turkish native speaker’s usages. As a result, when the forms in which the speech acts performed with the native speakers are accepted as ideal, it is found that the foreign language speakers have grammatical mistakes about the speech acts and they do not reflect the felicity conditions to the speech acts as much as the native language speakers. The reason for this can be shown as the lack of contextual teaching of speech acts in the context of education. In addition, when it is asked to perform the speech act based on context, it is found that the participants express their reasons for their needs and/or insistence on what they are requesting and they express the more various realization patterns (direct, lexical, modal etc.) and more politeness and justification about their requests. In the research, a qualitative screening based method was followed in the framework of second language learning, pragmatic interlanguage and communicative competence theories.

Keywords
speech acts, the felicity conditions, realization patterns, teaching Turkish for foreigners


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