Abstract
The purpose of this study is to investigate current and classical research on speech acts and indirect speech acts, determine how to teach them to English learners to improve their English proficiency and provide how to implement teaching strategies related to speech acts in the EFL classroom. Section II presents Austin’s (1962) definition and classification of speech acts. In Section III, Searle’s (1969) theory of speech acts is explored, and other relevant topics for the language classroom are reviewed. In Section IV, the differences between these and antitheses are presented, providing some reasons for the collapse of the antitheses. Finally, concluding remarks on the characteristics of speech and indirect speech acts are presented, providing teaching strategies for Korean EFL classrooms.
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