1
Assistant professor, Ferdowsi University of Mashhad
2
M.A., Payam-e-Noor University of Rasht
Abstract
This study tried to take a step in analyzing the speech act of ordering as a distinct case in the researches done about speech acts. It aimed at investigation of students‟ performance of speech act of ordering and its similarities and differences between English native speakers and Iranian EFL learners. To this end, a DCT consisting of 20 different situations was distributed among 150 participants in Iran and the United State. Data were analyzed by employing percentage and chi-square. The results revealed both similarities and differences in using speech act of ordering in such a way that both native speakers and Iranian EFL learners used almost the same strategies for ordering but differed in the frequency of applying them.
Askarzadeh Torghabeh,R. and Rabieefar,M. (2015). A Comparative Study of the Speech Act of Ordering: A Case Study in English Language between English Native Speakers and Iranian EFL Learners. Iranian Journal of Language Issues, 1(2), 119-136.
MLA
Askarzadeh Torghabeh,R. , and Rabieefar,M. . "A Comparative Study of the Speech Act of Ordering: A Case Study in English Language between English Native Speakers and Iranian EFL Learners", Iranian Journal of Language Issues, 1, 2, 2015, 119-136.
HARVARD
Askarzadeh Torghabeh R., Rabieefar M. (2015). 'A Comparative Study of the Speech Act of Ordering: A Case Study in English Language between English Native Speakers and Iranian EFL Learners', Iranian Journal of Language Issues, 1(2), pp. 119-136.
CHICAGO
R. Askarzadeh Torghabeh and M. Rabieefar, "A Comparative Study of the Speech Act of Ordering: A Case Study in English Language between English Native Speakers and Iranian EFL Learners," Iranian Journal of Language Issues, 1 2 (2015): 119-136,
VANCOUVER
Askarzadeh Torghabeh R., Rabieefar M. A Comparative Study of the Speech Act of Ordering: A Case Study in English Language between English Native Speakers and Iranian EFL Learners. IJLI, 2015; 1(2): 119-136.
