TITLE:
Implicit/Explicit Speech and Relationships between Girls/Boys Students in Team Sport Learning (Case of Tunisian Basketball)
AUTHORS:
Rim Mekni, Hajer Sahli, Chamseddine Guinoubi, Wissam Ben Khalifa, Makrem Zghibi
KEYWORDS:
Speeches, Implicit, Explicit, Balance of Power and Basketball
JOURNAL NAME:
Creative Education,
Vol.7 No.4,
April
25,
2016
ABSTRACT: The intervention of the context, which represents the situation where the speech is delivered, upsets the logic so that the semiotic meaning produced by the situation of enunciation takes precedence over that of departure. This difference in meaning between “what is said” and “what is covered” was taken by the “pragmatic discourse” which focuses on the elements of language in context and in co-text. Austin (1970) distinguishes three speech acts: the elocutionary act, the illocutionary act and perlocutionary act that will be studied in the context of school and classroom of EPS basketball. An analysis of various acts of implicit and explicit language will allow studying the reports of site (Kerbrat-Orecchioni, 2001) between girls and boys. All statements are of assertive type referred to with the order constituting instructions to remedy the failure. Most are accompanied by a brief argument that explains the cause or the consequence of the performed act. Although girls seem to take part in the discussion, their actions remain less important. If language is a form of action, if any statement is already pragmatically loaded, this charge is its propensity to act on others and to produce effects.