دور تعديل القوة الإنجازية للفعل الكلامي في تبليغ محتوى تعليمي : حصة تعليمية فهم المنطوق في مرحلة المتوسط

Abstract EN

Studying the linguistic illocutionary during use is only by linking the language to everything that surrounds it during the pronunciation process.

that is the heart of pragmatics, which is interested in understanding the speaker's purpose when communicating this illocutionary, which has a clear impact on the recipient.

this is one of the most important things about the theory of speech acts, which is considered as a central nucleus in the pragmatic work.

it was divided by Austin into three acts as “every operative based on an influential performative semantic formal system” : locutionary act, illocutionary act, and per-locutionary act.

the second act is the purpose of the whole theory.

thus, Austin suggested naming secondary linguistic functions behind these acts as “illocutionary force”.

the speaker may change or modify the latter (strengthens or weakens) depending on the circumstances of the production of the statement.

since the educational learning process is a fertile field of communication, this research paper was a practical procedural field for raising the following problem : how does modifying the illocutionary force contribute to the success of the communication process between the teacher and the learner inside the classroom?