Speech Act Behavior Observations

The question how speech act strategies can be taught most effectively and how a learner becomes an active socializing agent seems to be still unanswered. The target language learners tend to respond the way they would in their native Georgian as soon as they get deeper into the conversation, sometimes their participation in the speech act is fully inappropriate to the situation and causes misunderstandings, especially when the performance has to include more open-ended and novel strategies. The researcher studied the students’ behavior in the five categories of a speech act: representations, directives, expressives, commissives, and declaratives. The objective of research was to collect the data in order to see a real picture in the classrooms, to get nearer to the native speakers’ norms, to move toward using more suggestions, fewer rejections, less mitigation and aggravation. A conclusion was made that the issues in the language classroom were caused by the inappropriate inputwhen the learners had received more linguistic than pragmatic instructions, not considering sociolinguistic forms.