Contents introduction chapter I. Speech acts in efl contexts

CONCLUSION
In conclusion, teaching speech acts through role-plays and simulations in the EFL classroom is an effective way to help learners develop their communication skills. Role-plays and simulations provide learners with opportunities to practice using speech acts in a safe and supportive environment, which helps them develop their communicative competence. Through these activities, learners can practice a variety of speech acts, such as making requests, giving advice, and expressing gratitude, in a way that is meaningful and relevant to their lives.
Role-plays and simulations also offer a number of benefits for language learners. They promote communicative competence, help learners contextualize language instruction, and reduce language learning anxiety. Additionally, they cater to the needs of young learners and help teachers create a more engaging and interactive learning environment. To make the most of role-plays and simulations, it is important for teachers to provide clear instructions and guidelines, as well as feedback and correction as needed. Teachers should also consider debriefing the activity and discussing with learners what they learned and what they would do differently in the future.
In conclusion, teaching speech acts through role-plays and simulations is an effective way to help EFL learners develop their communication skills and become more confident and effective speakers of English. By providing learners with opportunities to practice using speech acts in context, teachers can help them develop a deeper understanding of language use and social interaction, which can have a positive impact on their overall language proficiency.


RЕFЕRЕNCЕS
1.Azhari, A.S.,Priono. (2018). Speech Acts of Classroom Interaction. International Journal of Linguistics, Literature and Culture, 4(2), 24-25. Retrieved from https://core.ac.uk/reader/230594420.
2.Allwright, R. (1984). The Importance of Interaction in Classroom Language Learning.Applied Linguistic5:156-71.
3. Brown, G. P. (1980). Characterizing indirect speech acts. American Journal of Computational Linguistics, 6(3-4), 150-166.
4. Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus syntactic awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-262. https://doi.org/10.2307/3588114
5. Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), 253-267. https://doi.org/10.1017/S0272263100014875
6. Flix-Brasdefer, J. C. (2012). Pragmatics teaching. Language Teaching, 45(3), 308-327. https://doi.org/10.1017/S0261444811000528
7. Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Malden, MA: Blackwell
8. Lee, J. F. (2001). Teaching pragmatics in the EFL classroom: A multicultural perspective. Prospect, 16(3), 3-16.
9. Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399. https://doi.org/10.1016/j.system.2005.06.004
10.Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289-310. https://doi.org/10.1017/S0267190511000099
11. Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), 253-267. https://doi.org/10.1017/S0272263100014875
12. Félix-Brasdefer, J. C. (2012). Pragmatics teaching. Language Teaching, 45(3), 308-327. https://doi.org/10.1017/S0261444811000528

1^ Azhari, A.S.,Priono. (2018). Speech Acts of Classroom Interaction. International Journal of Linguistics, Literature and Culture, 4(2), 24-25. Retrieved from https://core.ac.uk/reader/230594420.

2^ Allwright, R. (1984). The Importance of Interaction in Classroom Language Learning.Applied Linguistic5:156-71.

3^ Brown, G. P. (1980). Characterizing indirect speech acts. American Journal of Computational Linguistics, 6(3-4), 150-166.

4^ Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus syntactic awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-262. https://doi.org/10.2307/3588114

5^ Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), 253-267. https://doi.org/10.1017/S0272263100014875

6^ Flix-Brasdefer, J. C. (2012). Pragmatics teaching. Language Teaching, 45(3), 308-327. https://doi.org/10.1017/S0261444811000528

7^ Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Malden, MA: Blackwell

8^ Lee, J. F. (2001). Teaching pragmatics in the EFL classroom: A multicultural perspective. Prospect, 16(3), 3-16.

9^ Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399. https://doi.org/10.1016/j.system.2005.06.004

10^ Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289-310. https://doi.org/10.1017/S0267190511000099

11^ Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), 253-267. https://doi.org/10.1017/S0272263100014875

12^ Félix-Brasdefer, J. C. (2012). Pragmatics teaching. Language Teaching, 45(3), 308-327. https://doi.org/10.1017/S0261444811000528