SPEECH ACT THEORY AND COMMUNICATIVE DEVELOPMENT IN FOREIGN LANGUAGE LEARNING

Abstract

Speech Act Theory provides an essential framework for understanding language as purposeful social action rather than a purely formal system (Austin, 1962; Searle, 1969). In the context of foreign language learning, successful communication depends on learners’ ability to perform speech acts appropriately within specific sociocultural contexts (Blum-Kulka et al., 1989). This article explores the contribution of Speech Act Theory to communicative development in foreign language education, with particular attention to pragmatic competence (Kasper & Rose, 2002). Drawing on classical theories proposed by Austin and Searle and supported by contemporary research in applied linguistics and pragmatics, the study examines how learners acquire and use speech acts such as requests, apologies, refusals, and suggestions (Tran Thanh Du, 2023). A qualitative literature-based methodology is employed to analyze theoretical models and pedagogical studies related to speech act instruction. The findings indicate that foreign language learners often demonstrate pragmatic inadequacies despite grammatical accuracy, primarily due to insufficient exposure to contextualized language use (Kasper & Rose, 2002). The article argues that explicit instruction in speech acts significantly enhances learners’ communicative competence by improving their awareness of intention, context, and sociocultural norms (Nusratullayeva, 2025). The study concludes that integrating Speech Act Theory into foreign language curricula is essential for fostering meaningful, appropriate, and effective communication.