Speech Acts in English: From Research to Instruction and Textbook Development

1. Introduction
	1.1 Teaching Directive Speech Acts:  Is There Room for Improvement?
	1.2 Objectives
	1.3 Methodology
	1.4 Chapter Contents
2. What Contemporary Research Tells Us about Speech Acts
	2.1 Speech Acts: The Player All Linguistic Theories Want in Their Team
	2.2 Team 1. Codification-Based Theories and the Over-Grammaticalisation of Speech Acts
		2.2.1 Weaknesses of the Literal Force Hypothesis and Ross’s Performative Hypothesis
		2.2.2 Halliday’s Over-Grammaticalisation of Speech Acts
	2.3 Team 2. Convention-Based Theories: Indirect Speech Acts
		2.3.1 Searle: Inference and Convention in Speech Acts
		2.3.2 Morgan’s Conventions of Usage  and Short-Circuiting Implicatures
	2.4 Team 3. Inference-Based Theories:  Over-Pragmatisation of Speech Acts
		2.4.1 Standard Pragmatics Approach:  Bach and Harnish’s Speech Act Schemas
		2.4.2 Direct Access Approaches I: Leech’s Interpersonal Rhetoric
		2.4.3 Direct Access Approaches II: Conversational Approaches
	2.5 A Cognitive-Constructional Approach to  Directive Speech Acts
		2.5.1 What Experimental Linguistics Has Revealed about Speech Act Processing
		2.5.2 Redefining the Literal Force Hypothesis in terms of Sentence Type/Speech Act Compatibility
		2.5.3 Revisiting the Notions of Direct and Indirect Speech Acts
		2.5.4 Constraining Inferences via Cognitive Operations: Conceptual Metonymy
		2.5.5 Illocutionary Idealised Cognitive Models and (Multiple Source)-in-Target Metonymies
		2.5.6 Assembling the Illocutionary Puzzle: Families of Illocutionary Constructions
3. Critical Assessment of the Representation of Speech Acts in Advanced EFL Textbooks
	3.1 Analytical Categories and Corpus of Textbooks  for Analysis
	3.2 Quantitative Assessment of the Treatment of Directive Speech Acts  in Advanced EFL Textbooks
	3.3 Qualitative Assessment of the Treatment of Directive Speech Acts  in Advanced EFL Textbooks
		3.3.1 Inclusion of Semantic/Pragmatic Information about Speech Acts
		3.3.2 Treatment of the Constructional Nature of Directive Speech Acts
		3.3.3 Treatment of Conversational Aspects of Directive Speech Acts
		3.3.4 Treatment of Cross-Cultural and Cross-Linguistic Areas of Discrepancy between L1 and L2
	3.4 Conclusions and Way Forward : Explicit Instruction through a Corpus-Based Cognitive Pedagogical Grammar
4. A Cognitive Pedagogical Grammar of Directive Speech Acts I: Know-What and Know-How of Directives
	4.1 Orders
		4.1.1 The Know-What of Orders
		4.1.2 The Know-How of Orders
	4.2 Requests
		4.2.1 The Know-What of Requests
		4.2.2 The Know-How of Requests
	4.3 Beggings
		4.3.1. The Know-What of Beggings
		4.3.2. The Know-How of Beggings
	4.4 Suggestions
		4.4.1. The Know-What of Suggestions
		4.4.2. The Know-How of Suggestions
	4.5 Advice Acts
		4.5.1. The Know-What of Advice Acts
		4.5.2. The Know-How of Advice Acts
	4.6 Warnings
		4.6.1. The Know-What of Warnings
		4.6.2. The Know-How of Warnings
5. A Cognitive Pedagogical Grammar of Directive Speech Acts II: Activities and Practice Materials
	5.1 Teaching the Know-What of Directives
		Activity 1
		Activity 2
		Activity 3
		Activity 4
		Activity 5
		Activity 6
		Activity 7
	5.2 Teaching the Know-How of Directives
		Activity 8
		Activity 9
		Activity 10
		Activity 11
		Activity 12
		Activity 13
		Activity 14
	5.3 Teaching Cross-Cultural and Cross-Linguistic Issues of Directives
		Activity 15
		Activity 16
		Activity 17
		Activity 18
		Activity 19
		Activity 20
		Activity 21
6. Conclusions
References
Index