A STUDY OF SPEECH ACTS IN YOUTH LITERATURE  FROM LITTLE HOUSE IN THE BIG WOODS

Wichuda  Kunnu; Chantima  Wangsomchok

Wichuda Kunnu Suan Sunandha Rajabhat University, Thailand
Chantima Wangsomchok Suan Sunandha Rajabhat University, Thailand

Keywords: Speech act, Utterance, Youth literature

Abstract

Abstract— This research examines speech acts in youth literature: “Little House in the Big
Woods” by Laura Ingalls Wilder. This study aims to investigate speech acts appearing in this
literature. Data were collected from the online text and analyzed following John R. Searle’s
(1975) classification framework of speech acts.
305 utterances were analyzed. The findings revealed four major categories of speech acts.
1) Representative speech acts included affirmative, confirming, blaming, and concluding
statements. 2) Directive speech acts comprised commanding, advising, questioning, warning,
inviting, and requesting. 3) Expressive speech acts encompassed greeting, thanking,
sympathizing, expressing gladness, commenting, refusing, and complimenting. 4) Commissive
speech acts included promising and reassuring. Declaration speech acts were not identified.
Moreover, the findings revealed representatives as most prevalent at 190 utterances (62%),
followed by directives at 71 utterances (23%), expressives at 43 utterances (14%), and
commissives at 2 utterances (1%). These results demonstrate the diverse verbal communication
patterns employed in classic youth literature, showing how speech acts function to develop
character interactions and narrative progression in children’s fiction.