23 they about to flout e.g.
far be it from me to criticize, but…., you may find this a bit boring, but…., you’re good at solving computer problems..The ninth is
hesitators, pauses filled with non-lexical phonetic materials, such as er, uhh, ah, or instances of stuttering.. The tenth is scope-staters, expression of a subjective
opinion about a state of affairs referred to in the proposition, e.g. I’m afraid you’re
in my seat, I’m disappointed that you couldn’t…., it was a shame you didn’t…... . The last one is agent avoiders, refer to propositional utterances in which the agent
is suppressed or impersonalized, deflecting the criticism from the addressee to some generalized agent, e.g. passive structures or utterances such as
people don’t do X quoted in Watts; 182-184.
6. Control Acts Strategies
Gordon and Ervin-Tripp 1984 suggest that compliance of control acts can be achieved by considering to get attention of the addressee and calculating the
cost and the status of the participant. The observed steps in getting compliance are 1 attention-getters, to get the attention of the addressee by verbal or nonverbal
means, such as “hey” or waving hand. An attention-getter alone can function as a request if the context makes clear what is wanted by the speaker.2 framing
moves, to set up a cooperative situation to make an instrumental move more effective, a preliminary moves such as proposing a particular kind of play may be
necessary, “Let’s play fire engine.” 3 persuasive adjuncts, instrumental moves
are often prefaced or followed by reasons, promises, threats, and so forth, which serves to justify the request or persuade the hearer, like
“I haven’t got enough ….”, “I’ve gotta drive ….”. persuasive adjuncts can stand as alone as instrumental
24 moves in themselves. 4 instrumental moves, a conventional speech act may
occur, qualified by the addition of politeness formula, vocatives, and so on. 5 responses, the hearer responses such as assent, denial and excuses for
noncompliance, and requests for clarification require much attention to politeness and persuasion as do the original speaker‟s instrumental moves and adjuncts, 6
remedies, after hearing a response, a speaker may repeat, alter, intensify, clarify, or add persuasive arguments to support an instrumental move that has been
challenged. Nonconventional strategies NCI are commonly used when the speaker
wants to maintain deference or mitigate the appearance of control Gordon 1984:306. There are three basic approaches of NCIs: 1 R The Reason
identifying the reason or cause for the hearer to carry out, or facilitate the desired action and make the hearer awake of it e.g.
“It’s your turn”. Five strategies related to Reason approach are first, c
all attention to a problem. A hearer‟s action is necessary to make up some problem, or a problem can be identified that the
desired action would remedy, state the problem, e.g. “This is too heavy for me”.
Second is to state an infraction. If the hearer is engaged in an activity that violates a norm or create a problem, state the infraction, e.g.
“You’re not supposed to do that”. Third is to make a correction. If the hearer is engaged in an inappropriate
action, make the hearer aware of the appropriate action, e.g. “That goes there”,
Fourth is to provide preconditions. If the hearer carries out the desired action when specific precondition are met, make the hearer aware that such
preconditions have been or will be met, e.g. “The train is leaving.”. Fifth is
25 toorestall intervention. If intervention in some activity is anticipated, identify, or
justify the planned activity, the effect is a prohibition, e.g. “That’s mine” said as
speaker grabs toy. 2 N Neutralize anticipate an obstacle to the hearer‟s
cooperation and neutralize it, e.g. “I’ll give you a dollar for it”. Three strategies
related to obstacle neutralization approach: a N.1. Anticipate counterarguments: if the hearer may have reasons not to cooperate with the goal, identify a way to
mitigate such obstacle and inform the hearer, e.g. “If I can have a kitten I’ll take
care of it all by myself.” b N.2. Modify cost: If the cost of a goal or activity is high, find a way of neutralizing it by minimize cost, e.g. ask for small amount,
provide compensation, e.g. “If you give me this for a while, you can have this for
a while ”, or increase cost of noncompliance, e.g. threaten hearer, “If you don’t
give it to me, I’ll take my truck back” c N.3. Change activity context: If the
framing situation or current activity is not favorable to obtaining the goal, invoke a different situation or activity, e.g. a child denied access to a toy may suggest a
game or activity in which the use of the toy is routine. 3 G Goal make the hearer awake of the desired goal situation or some aspect of it and hope the hearer
brings it voluntarily, e.g. “Do we have any candy?” asked when child knows
“we” do.
B. Related Studies
