An Analysis of the Illocutionary Acts in Classroom Interactions of Teacher-Students of LVT English Language in the Teaching and Learning Process

Language is not only a medium of communication but also a tool through which meanings are negotiated, relationships are constructed, and knowledge is transmitted, particularly in educational contexts.In classroom discourse, teachers and students engage in exchanges that go beyond the mere transmission of information, reflecting a complex interplay of linguistic intentions and social functions.One important dimension of this interaction is the illocutionary act, a concept derived from Austin's (1962) speech act theory, which refers to the intended function behind an utterance, such as questioning, requesting, commanding, or promising (p.109).In teaching and learning processes, illocutionary acts play a critical role in structuring communication, guiding learner participation, and facilitating pedagogical goals.Pragmatics, as defined by Leech (1983), is the study of meaning as it is affected by context, which includes speaker intentions, hearer interpretations, and situational variables (pp.6-10).Classroom interaction is one of the most fertile grounds for pragmatic analysis because it involves frequent and purposeful exchanges where teacher and students must continually interpret and respond to speech acts.