A speech acts analysis of student nurses – lectures interactions in tutorial classes in some schools of nursing in Southwestern Nigeria.

Alasiri, Thomas Abiodun (2014)



The study identified the speech Acts features of the conversational interactions between lecturers and student nurses in some schools of Nursing in Southwestern Nigeria. It analysed the Speech Acts features of the interactions. It also related the features of the interactions to the meaning conveyed in interpreting messages of the interactions. This was with a view to determining the appropriate theory for analysing linguistic features of classroom interactions between student nurses and their lecturers. The study employed both primary and secondary sources of data collection. The primary source included interactions between student nurses and lecturers during tutorials in the selected schools of nursing in southwest Nigeria. Three schools of nursing were selected to represent the federal; state and private/missionary institutions within the Western geo-political zone. To this end, student Nurse-lecturer interactions were selected from each school. This number was chosen to make the analysis tidy and detailed. The study adopted one elicitation medium, which was the use of electronic audio-tape recorder, while the researcher conducted a random recording of the 10 student nurse-lecturer interactions during the tutorial class. The secondary source included books, journal articles and the Internet. The recorded interactions were carefully transcribed and subjected to speech act analysis theory of J. L. Austin and Searle. The results showed that the lecturers and students in their tutorial classes used sentences that were directives which was 26% of the total sentences. This was higher than assertive act which had a total of 25%. This was followed by expressive act with 20% and verdictive had 16%, while declarative act had 11% and commissive had only 0.4%. It was, therefore, evident from the analysis that the lecturers and the students used these acts to perform various pedagogical functions during tutorial classes using the assertive and directive acts mainly. It was discovered that this enabled them to secure a total and complete attention of the students, thus enhancing comprehension and understanding of the lectures. The study concluded that the speech act theory was relevant and appropriate in analysing all forms of classroom tutorial discourses and interactions between students and lecturers in schools of nursing especially in the Southwestern zone of Nigeria.