期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：1321-1329
DOI：10.9756/INT-JECSE/V14I3.157
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Warning is the device by which a speaker attracts hearers' attention to some action, which s/he has to take in relation to that action. Warning is one of those successful communicative skills by which speakers secure their successful interaction especially in EFL context. Thereof, the study in hand presupposes that Iraqi EFL learners do not adequately understand warning from other speech Acts in relevant context even in their final undergraduate stage. The present study then designed to investigate the ability of Iraqi EFL learners in recognizing and producing the warning as a speech act from other speech acts when they are uttered in similar linguistic from and context. In doing so, the study investigates ninety undergraduate Iraqi EFL Learners. The investigated target was from departments of English from colleges of Education and Arts. Hence, the study confirmed that the investigated sample perform better recognizing of warning than producing it. One more findings, the study found that the distinction between the speech act of warning and other acts like command and threatening is the most problematic one in the investigated data.
