Methods for Improving the Conceptual Foundations of Speech Act Theory in the Uzbek Language

Shamsiddinova Maftuna Hamidjon qizi

Master’s student in Uzbek Language and Literature

Namangan State Pedagogical Institute

Phone: +998-94-755-00-10

Abstract

This article analyzes the formation, development, and practical application of speech act theory in the Uzbek language. The necessity of improving the conceptual foundations of speech act theory in accordance with modern communicative needs is substantiated. Based on approaches such as intercultural pragmatics, cognitive linguistics, and communicative competence, the article proposes new methodological ways of studying speech acts in the Uzbek language. In addition, the practical application of speech act theory is examined in the context of digital communication and artificial intelligence.

Keywords

Speech act, pragmatics, illocution, perlocution, communicative competence, Uzbek language, cognitive approach, intercultural communication, digital linguistics, context.

Introduction

In the 1950s, the English philosopher J. L. Austin proposed the idea that language is not merely a means of transmitting information, but also a tool for performing actions in real life. He justified this philosophy in his well-known work “How to Do Things with Words.” While the origins of speech act theory are associated with Austin, J. Searle later significantly refined and developed this theory. During the 1960s and 1970s, the American scholar J. Searle strengthened the theory by identifying the structure and types of speech acts.

When discussing speech act theory, it becomes evident that language is not simply a collection of words or a tool for conveying information, but also performs a variety of other functions. These characteristics of language were thoroughly analyzed and studied by J. Austin and J. Searle. According to them, language performs actions in addition to transmitting information. At first glance, this idea may seem unusual, as it raises the question of how something inanimate can perform actions. However, these actions are not physical but cognitive in nature and occur through human consciousness.

A deeper understanding of this phenomenon can be achieved through the analysis of literary texts.

Main Part

According to J. L. Austin, speech acts are divided into three main types: 1. Locutionary act – the literal meaning of an utterance.2. Illocutionary act – the speaker’s intention or purpose in uttering the statement.3. Perlocutionary act – the effect of the utterance on the listener.

As can be seen, all three types of acts are closely interconnected and mutually dependent. Each speech act can be analyzed from all three perspectives. For example, consider the following sentence from Said Ahmad’s short story “Sobiq”:“Hurry up, they are waiting,” said by the chairman to a cotton worker.

From a locutionary perspective, the sentence is grammatically and lexically correct. From an illocutionary perspective, it is not merely a statement but a command requiring action. From a perlocutionary perspective, it implies the listener’s reaction, such as haste or anxiety, following the chairman’s words.

Searle further classified illocutionary acts into several categories:Assertives – statements that convey facts or information.

Example: “The painter is still young and lacks sufficient experience.”

Directives – utterances used to give commands, requests, or advice.

Example: “Control yourself; do not embarrass yourself in front of others.” (command)

Commissives – expressions of promises, obligations, or plans.

Example: “You will go to the meeting. Your train ticket is ready; go home, get dressed, and leave.” (plan)

Expressives – utterances that express emotions such as gratitude, apology, or congratulations.

Example: “I greeted him timidly. When he saw me, his eyes lit up.”

Declaratives – utterances that bring about a change in status or situation through words themselves.

Conclusion

Speech act theory does not limit itself to studying the grammatical structure and semantic content of language, but also explains how communicative goals are achieved through speech. The locutionary act reflects the formation of meaning, the illocutionary act reveals the speaker’s intention, and the perlocutionary act demonstrates the actual effect on the listener. In particular, the classification of illocutionary acts highlights the complex and multifaceted nature of speech functions. Illocutionary types such as commands, requests, promises, advice, and statements help to deeply understand the communicative power of language.

Thus, speech act theory serves as an important methodological foundation for studying the pragmatic aspects of language and reveals the intrinsic relationship between meaning and impact in the speech process.

References

1. Abdulvokhidov, E. Pedagogical concept of writers as a means of enriching the pedagogical process. Oriental Renaissance: Innovative, Educational, Natural and Social Sciences Scientific Journal, Vol. 1, Issue 11, December 2021.2. Ibragimova, N. T. The use of interactive methods and techniques in foreign language teaching. “Ta’lim va taraqqiyot” Scientific-Methodological Journal, 2025, Issue 2.3. Tillayeva, R. The effectiveness of organizing research activities in increasing students’ engagement. Proceedings of the Young Philologists’ Society, Alisher Navoi Tashkent State University of Uzbek Language and Literature.

Shamsiddinova Maftuna Hamidjon qizi was born on April 28, 2003, in Norin District, Namangan Region. She began her education at Secondary School No. 17 in her district, then continued her studies at the Academic Lyceum of Namangan State University (NamDU). After graduating from the lyceum, she was admitted on a state-funded (grant) basis to Namangan State University, majoring in Philology and Language Teaching: Uzbek Language.She successfully completed her undergraduate studies with an honors diploma and is currently a graduating master’s student in Uzbek Language and Literature at Namangan State Pedagogical Institute.

Maftuna’s strong interest in languages, alongside her devotion to her native language, has also led her to study English. At present, she works as a teacher of Uzbek language and literature at a specialized creative school focused on languages.

Maftuna’s goal is to become a highly qualified specialist in her profession and, through her expertise, to share knowledge and contribute to the education of others.