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gmatic competence
From the result of the research, we can see that teaching students indirectspeech act theory can improve their awareness of identifying the illocutionary forcesin their listening comprehension, what’s more, it can help them identify theillocutionary forces in indirect speech act. When students do listening comprehension,it is easy for them to get the surface meaning of the utterance, but they are hard to getthe intended meaning, which can be easily get by the inference strategy.When doing listening comprehension, what students easily get is the surfacemeaning of the utterance, the real meaning of the utterance is hard for them to get. Butgetting the intended meaning is the key to understand the utterance. Only whenstudents identify the illocutionary force of the utterance, they can better understandwhat the utterance means. As we know, to get the surface meaning of the utterancemainly depends on decoding the syntactic structure of the sentence. Syntacticknowledge enables listeners to chunk incoming discourse into segments orconstituents and identify the propositional meaning. However, according to ISAT,only decoding the syntactic structure of the sentence is not enough when propositionsare represented indirectly in the surface structure of utterances. What students need todo is to get the intended interpretation which is not perceived by decoding butinferring.

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Conclusion

Indirect speech act theory is an important theory in pragmatics and it refers tothe relationship between the form of utterances In the past years, many researchershave studied this theory and it has been applied to different fields. But only fewstudies have paid attention to the influence that indirect speech act theory has onlistening comprehension teaching.The author reviewed many researches on listening comprehension and had atheoretical discussion about indirect speech act theory and listening comprehension.Then the author did a test to find out students’ performance in identifying theillocutionary forces existing in listening comprehension. Besides the test, the authoralso gets some information by a questionnaire, through which the author gets the ideaabout vocational college students’ understanding and attitude towards listeningcomprehension and their difficulties in listening comprehension.
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Reference (omitted)

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