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The author of this paper contrasts the account he favors for how fictions can convey knowledge with Green’s views on the topic. On the author’s account, fictions can convey knowledge because fictional works make assertions and other acts such as conjectures, suppositions, or acts of putting forward contents for our consideration; and the mechanism through which they do it is that of speech act indirection, of which conversational implicatures are a particular case. There are two potential points of disagreement with Green in this proposal. First, it requires that assertions can be made indirectly. Second, it requires that verbal fiction-making doesn’t consist merely in “acts of speech”, but in sui generis speech acts.

Orientador: Giorgio Venturi Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas Resumo: Esta é uma tese sobre a concepção de lógica de Gottlob Frege. Mais precisamente, é uma leitura do linguagem formal desenvolvida por Frege, a conceitografia [Begriffsschrift], de um ponto de vista performativo. O sentido no qual a conceitografia pode ser chamada de performativa segue dos três principais componentes do sistema de lógica fregeano, a saber, juízos, definições e inferências. Defendo uma leitura na qual estes componentes são expressos por recursos ilocutórios da linguagem: asserções, declarações e permissões. De modo a desenvolver essa perspectiva, primeiro retomo as motivações fregeanas para considerar a sua lógica como uma linguagem e descrevo a primeira versão da conceitografia no capítulo 1. No capítulo 2, retomo a evolução do sistema fregeano, que culminaram na versão revisada do sistema em 1893. Nesse mesmo capítulo, mostro finalmente que juízos, inferências e definições são todos representados por sinais de tipos diferentes, isto é, performativos. No capítulo 3, resgato o problema do psicologismo que deriva dessa leitura e defendo uma leitura universalista da lógica de Frege. Ela será então utilizada no capítulo 4, para defendê-la dos riscos psicologistas. Para tanto, argumento que Frege possui duas concepções de objetividade: uma conteudística e outra ilocutória. A primeira é melhor resumida pela pressuposição fregeana de um terceiro reino de Pensamentos. A segunda deriva do papel normativo que as leis lógicas e regras de inferência possuem. Mesmo que juízos, inferências e definições sejam irredutivelmente atos, eles não estão sujeitos à leituras relativistas que derivem do risco psicologista. A leitura performativa também deixa em aberto uma reflexão sobre a posição de Frege na história da lógica. É o que proponho no capítulo 5, onde o foco será na herança histórica que juízos possuem. Também argumento que o abandono desta noção após Frege marca um processo de despragmatização de sistemas de lógica. Finalmente, no capítulo 6, e seguindo os uso pioneiro de Frege de marcadores de força ilocutória na linguagem, uso a Teoria de Atos de Fala de Searle como um guia para uma leitura não ortodoxa da conceitografia, reforçando o ponto linguístico argumentado nos capítulos anteriores. Como conclusão, aponto que essa leitura performativa possui duas consequências de interesse. Primeiro, ela oferece uma leitura da conceitografia que é historicamente justa ao momento histórico de Frege e seus objetivos, não apenas lendo-a como outra variante de um cálculo de predicados moderno. Segundo, ela ajuda a iluminar perspectivas pragmáticas recentes em filosofia da lógica e filosofia da matemática, onde a lógica de Frege pode ser considerada um interessante caso de uma linguagem lógica orientada à prática Abstract: This is a thesis about Gottlob Frege's conception of Logic. More precisely, it is a reading of Frege's formal language, the concept-script [Begriffsschrift], from a performative viewpoint. The sense in which the concept-script can be called performative follows the three main components of Frege's system of Logic, namely, judgements, definitions and inferences. I defend a reading in which they are expressed through illocutionary devices in the language: assertives, declaratives and permissives. To develop this view, I first go back to Frege's motivation for taking Logic as a language and his first version of the concept-script in chapter 1. In chapter 2, I track down the evolution of his system culminating in the revised 1893 version and then show that judgements, inferences and definitions are all signs of a different kind, namely, performative signs. In chapter 3, I reassess the problem of psychologism and defend a Universalist reading of Frege. This will be used in chapter 4 in order to defend Frege's Logic from the psychologistic attack. I claim that Frege has two notions of objectivity: one contentual and one illocutionary. The former is described by the third realm of Thoughts and defines what we may call Fregean Semantics. The latter stems from the normative role played by logical laws and inferential rules. Even though judgements, inferences, and definitions are irreducibly acts, they are not subject to relativistic accounts that may derive from psychologistic worries. This reading calls for a reassessment of Frege's position in the history of Logic. I do that in chapter 5, where the focus will be the historical heritage coming from the notion of judgements. I also argue that the demise of judgements marked a de-pragmatization of logical systems. Finally, in chapter 6, and following Frege's pioneering uses of illocutionary force indicating devices, I use Searle's Speech Act Theory as a guide for a novel reading of the concept-script, strengthening the linguistic point made in previous chapters. In conclusion, I'll point out that this performative reading has two interesting consequences. First, it offers a reading of the concept-script that is historically fair to Frege's time and endeavours, thus not seeing it as another variant of modern predicate calculus. Second, it will shed some light on recent pragmatically oriented perspectives in the philosophy of Logic and Mathematics, where Frege's Logic is an interesting case of a practice-oriented language of Logic Doutorado Filosofia Doutor em Filosofia CNPQ 70390/2017-9

One of the most recent developments in language assessment, the assessment of pragmatic ability, continues to face a number of challenges. Among these, a key issue is that pragmatic ability remains as one of the least understood constructs in the field. While pragmatic ability has been the focus of much research in the last few decades, there is still a lack of consensus as to what components constitute this construct (Timpe-Laughlin, Wain, & Schmidgall, 2015). In addition, researchers differ in their perceptions of how it can be effectively and reliably elicited and assessed, particularly where practicality considerations may be of paramount concern. As such, along with the issue of construct definition, there is the paradox regarding which elicitation methods are to be used in this type of assessment.

Once considered separate and discrete knowledge components, current theoretical and methodological perspectives now view second language (L2) proficiency as a dynamic, cognitive process comprised of several interacting knowledge components and abilities. Theoretical definitions tend to attribute L2 proficiency to two main components. First, the general consensus among L2 assessment researchers is that L2 users leverage their knowledge of the formal and organizational structures of language (i.e., syntax, lexis, and phonology) to comprehend and formulate cohesive discourse. However, pragmatic knowledge, which is responsible for shaping the manner in which these formal structures are comprehended and produced in relation to the context in which they occur, has been more difficult to define and operationalize. This discussion will examine evolving research in the assessment of L2 pragmatic knowledge and indicate gaps between contemporary theoretical definitions, operationalization, and measurement methods.

Studies across different languages over the past three decades have claimed that compliments are formulaic in nature, realized by only a few syntactic and semantic formulae. Much of the research employs elicitation or ethnographic field notes data, which biases the analysis to single utterance, explicit and formulaic compliments. However, my observations of Chinese compliments in naturally occurring conversation paint a different, much more sophisticated, picture. The current study investigates the realization of spontaneous Chinese complimenting behavior in the speech communities of Shanghai and other cities in China. Over 200 speakers from different walks of life were audio-recorded in a vast array of natural settings. Three hundred compliment-response sequences were selected for analysis. Adopting a combination of the pragmatic speech act analytic approach and the discursive pragmatic analytic approach, the current study examines the pragmatic-discursive structure of Chinese complimenting in conversation sequences over multiple turns involving two or more parties. Results of the study reveal that Chinese compliments and compliment responses are not isolated, single utterance acts, but rather multi-turn discursive events. Chinese compliments operate as pragmatic-discursive strategies working together over the discourse in a core and support relationship. Among the 3,835 compliment strategies identified, 525 are core strategies and 3,310 are support strategies. The core compliment strategy is normally the first general summative statement initiating a compliment topic. Seven major support compliment strategies—agreement, comment, example, repetition, intensification, quote, and comparison—fulfill three major pragmatic-discursive functions: to align with, to elaborate, or to emphasize the core or another support strategy. The seven major support compliment strategies are further realized by a wide variety of substrategies and linguistic forms with no formulaicity and predictability in lexical or syntactic distribution. The different pragmatic-discursive strategies interact such that the participants negotiate and “co-construct” the compliment event. The analysis indicates that context, both interaction-external and interaction-internal, is crucial in the construction and interpretation of a compliment action.

El mundo académico busca constantemente la objetividad en las investigaciones. Este artículo toma algunas consideraciones acerca de la objetividad en las investigaciones cualitativas y se analiza el acto de habla de los cumplidos como punto de referencia. Se tomaron tres instrumentos de recolección de información para el análisis de los cumplidos: cuestionario de hábitos sociales (DCTs), toma de nota y conversaciones espontáneas. Los resultados indican que cinco categorías emergieron de los instrumentos cuando los informantes emiten o producen un cumplido: enunciados exclamativos, lenguaje humorístico, unidades fraseológicas, diferentes formas de tratamiento y lenguaje coloquial. Además, incluyen expresiones religiosas, sufijos, extranjerismos, vulgarismos y la risa/sonrisa como acompañamiento del cumplido. Se concluye que esta forma de triangulación valida los resultados de la investigación cualitativa de una manera objetiva y puede marcar una diferencia con las investigaciones cuantitativas, ya que su punto de validez siempre está marcado por el factor estadístico. Aunque no rechazamos la idea de utilizar la estadística como una ayuda para sustentar los resultados de las investigaciones cualitativas, creemos importante utilizar diferentes instrumentos de recolección de información como una manera de validar la información y marcar diferencia con los estudios cuantitativos. Creemos que estas consideraciones pueden ser de gran ayuda para las futuras investigaciones cualitativas. The academic world asks for the objectivity in research. This article takes some considerations about the objectivity in qualitative research and the compliment as speech act is take n as a means of analysis. Three instruments were used to gather data: a discourse completion test (DCT) , note taking and natural conversations. Results support that five categories emerged when speakers produce compliments: exclamatory phrases, humor langu age, phraseological units, colloquial language, and different forms of address . Also, religious expressions, suffixes, vulgar expressions, and smile accompany the production of a compliment. It is concluded that this form of triangulation validates the qua litative research in an objective way and might have a difference with the quantitative research as this always involves the statistical factor as a means to validate results. Although the statistical analysis is not rejected in the qualitative research, t he idea to use different instruments may become stronger to validate results and makes a difference with quantitative research. These considerations may be useful to future qualitative research

This dissertation is an ethnographic study of institutional politics in postcolonial societies, in this case, contemporary Mali. It examines the ways in which transitions to democracy have transformed everyday politics not only through the creation of new institutional arrangements, but through the promotion of new understandings of social and political authority. In particular, this research examines the expectations that democratic institutions place on political deliberation and public speech, as well as the multiple ways in which democratic political speech has failed to fulfill those expectations. To address these questions, it combines Linguistic and Political Anthropology in the analysis of everyday discussions that took place in institutions of political representation in contemporary Mali—from the National Assembly to local councils and party meetings. This linguistic evidence was collected during fifteen months of fieldwork in Bamako and Kita, Mali, in 2010, 2011, and 2012. Each chapter is centered on one of the various categories that mediate the relationship between political speech and action—such as authority, representation, and intention. My analyses of discursive patterns within the specific political context of Mali lays bare an oscillation between a serious engagement with democratic political discussion on the one hand, and its rejection through expressions of suspicion and disbelief on the other. Drawing on J. L. Austin’s speech act theory, I argue that democratic political speech suffers “infelicity,” or a recurrent difficulty in authenticating formal political speech and investing it with added performative force.

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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera, Facultat d'Educació, Universitat de Barcelona, Curs: 2010-2011, Tutor: Carmen López Ferrero, En este trabajo se realiza un estudio exploratorio del agradecimiento, un acto de habla poco estudiado hasta el momento pero cuya correcta realización es indispensable para ser comunicativamente competente en una lengua. Se enmarca dentro de la pragmática sociocultural, que investiga la influencia que tienen los factores extralingüísticos (el contexto, la relación y estatus de los interlocutores, etc.) en la producción lingüística de los hablantes en la interacción. Su enseñanza en el aula de ELE es muy importante, y se puede complementar con la formación del alumno como hablante intercultural, capacitado para relacionarse con otras culturas manteniendo una actitud abierta y objetiva. Mediante un cuestionario se investigan las diferencias que existen entre los hablantes nativos y no nativos en la realización del agradecimiento, su valoración de este acto de habla como cortés o descortés, y finalmente se reflexiona sobre la enseñanza de este tipo de contenidos a partir de las creencias de los sujetos, que son profesores de ELE. Si bien las diferencias que se dieron entre los dos grupos son mínimas, los resultados obtenidos revelan carencias específicas entre los no nativos que deberán ser corroboradas y concretadas en estudios posteriores, a la vez que las reflexiones de los sujetos plantean cuestiones sobre los factores que considerar para enseñar contenidos como los actos de habla y la cortesía en el aula de ELE., This dissertation constitutes an exploratory study on gratitude, a speech act that so far has received little attention in Spanish but which a speaker must be able to carry out properly to become communicatively competent in a language. It belongs to the field of sociocultural pragmatics, which studies the influence of extralinguistic factors (like context or speakers’ relationship and status) on the speaker’s ouput during interaction. These contents must be included in the teaching of Spanish as a foreign language, and they can be complemented with the training of students as intercultural agents, able to deal with foreign cultures with an open mind and from an objective perspective. A questionnaire is used to research on the differences between natives and non native speakers’ performances in the act of gratitude, their perception of this speech act as polite or impolite and, finally, their beliefs are used as the starting point of a critical reflection on the teaching of these contents. Although the differences between the two groups were minimal, the results show that the non natives are lacking in specific areas, a conclusion which should be validated and further investigated. Moreover, the subjects, who are all teachers of Spanish as a foreign language, provide, through their beliefs, interesting views on the matter of the training teachers should receive in order to teach contents such as speech acts and politeness in class.

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.El beneficio de la instrucción en la producción y la consciencia de los actos de habla se ha estudiado en diversos estudios (Alcón and Martinez-Flor, 2008). Sin embargo, muy pocos estudios analizan la influencia que de la instrucción en los procesos cognitivos que intervienen en la producción de los actos de habla (Félix-Brasdefer, 2008). Con la finalidad de abordar esta cuestión, y teniendo en consideración la discusión en torno a los conceptos de atención y consciencia (véase Al-Hejin, 2004, para una revisión de estos conceptos en el campo de la adquisición de segundas lenguas), el presente artículo analiza el beneficio de la instrucción en la atención y la consciencia pragmática durante el rechazo de peticiones. Después de exponer una propuesta pedagógica para enseñar a rechazar peticiones desde un punto de vista discursivo, se presentan los resultados de dicha propuesta en relación a la información a la que se presta atención durante la planificación y el rechazo de las peticiones. En segundo lugar, se analiza si dicha instrucción influye en la consciencia pragmática de dicho acto de habla.

This study explores socio-pragmatic aspects of refusals in Korean. Past researches asserted that 1) Korean speakers seldom use direct refusal formulas (e.g., Byon 2003; Lyuh 1994; Sohn 1986) and 2) Korean speakers frequently employ statement of regret/apology when refusing (e.g., Byon 2003; Kwon 2004; Lyuh 1994). Upon analysing 133 refusals drawn from Korean drama data, four generalisations are formulated, two of which are in direct conflict with the findings of past studies. The four generalisations have been further substantiated through survey process of 118 native Korean speakers in Seoul, Korea. Through the use of drama data and reinforcement via surveys, this study proposed that 1) direct refusals (e.g., direct no, negatives willingness/ability) are a common attribute of Korean refusals (showing 23.8% of total semantic formulas in the drama data), to a much greater extent than previously thought. 2) Statement of regret/apology is not a common strategy employed by native Korean speakers (1.9% of total semantic formulas in the drama data) unless a large power and/or distance variable is involved. 3) Positive opinion/feeling (e.g., "I would love to but. .. ") is also not frequently employed by native Korean speakers. 4) Frequent uses of criticism of the request/requester etc. (15.3%) identified in the data were mostly in argumentative contexts and through the results of the survey, we argue that some offrecord strategies are equally strong or stronger than bald-on-record strategies. This study introduces the use of drama as a valuable source of near-natural speech data. To date, the use of drama data in analysing speech acts have been very limited. By analysing drama data, new aspects of Korean refusals have been uncovered. In particular, this study has been found that many of the refusals involve more the augmentation of face threat than its minimisation, unless there is a large power difference and/or a distance to maintain. This is seemingly in contrast to what is assumed in the politeness theory formulated by Brown and Levinson (1987).

[spa] Por medio de un análisis hermenéutico de la obra "Cómo hacer cosas con Palabras" se constata que, según la visión pragmática y lingüística austiniana, la fuerza ilocutiva es, representa o contiene, el impulso de ciertas fuerzas intencionales, psíquicas, mentales, comportamentales e interactivas del parlante en la emisión del acto ilocucionario y la realización de la correspondiente acción. Esta idea tiende a confirmarse y a corroborarse por dos caminos, o por medio de dos procedimientos integrados: a) Por el análisis hermenéutico comparado de la visión austiniana con las concepciones pragmáticas y lingüísticas de Searle, Grice, Leech, Levinson y Malinowski; b) Por el replanteamiento del análisis empírico de numerosos actos ilocucionarios, y el análisis empírico de nuevos actos, por medio del paradigma y los procedimientos analíticos austinianos. Se constata, además, por los mismos procedimientos analíticos austinianos, que el acto ilocucionario, y, por lo tanto, la fuerza ilocutiva, puede manifestarse, o lograrse, de dos maneras o por dos procedimientos: a) De manera verbal, o sea, por medio de verbos y expresiones funcionando como marcadores ilocucionarios explícitos; y b) De manera no verbal, por medio de operaciones no verbales y/o cognitivas compartidas de la acción, del contexto de situación, de las circunstancias de la emisión, de las intenciones, estrategias y funciones del parlante., [eng] The hermeneutic analysis of "How to do things with words" by Austin verifies that the ilocutive force either is, represents or contains the impulse of the intentional, psychic, mental, functional and interactive forces of the speaker in the emission of the ilocutionary act. Austin's idea that the act of speaking has, in certain uses and contexts, a real force that produces effects and is reinforced by two paths: a) By the compared analysis of Austin's vision with the pragmatic and linguistic visions of Searle, Grice, Leech, Levinson and Malinowski; b) By the empirical and pragmatic analysis of the illocutionary acts. The ilocutive force is a real force, that has the entire meaning of the word, and has to be identified and characterized by an Action Theory and not by a Meaning Theory. The ilocutive force can be demonstrated, or achieved, by two ways: a) In a verbal way, or, by verbs and expressions that work as explicit illocutionary scoreboards; b) In a non-verbal way, by non-verbal or cognitive shared operations of the action, intentions, strategies and functions of the speaker., [fra] L'analyse herméneutique du travail 'Quand dire c'est faire: how to do things with words', d'Austin, vérifie que la force illocutive est, représente ou contient l'impulsion des forces intentionnelles, psychiques, mentales, fonctionnelles et interactives de l'orateur(du speaker) dans l'émission de l'acte ilocutoire. L'idée d'Austin que l'acte de discours a, dans de certaines utilisations et contextes, une force réelle qui produit des effets, est renforcée par deux chemins: a) Pour l'analyse comparée de la vision austiniana avec les visions pragmatiques et linguistiques de Searle, Grice, Leech, Levinson et Malinowski; b) Pour l'analyse empirique et pragmatique des actes illocutoires. La force illocutive est une force réelle à la signification entière du mot, qui doit être identifiée et caractérisée selon une Théorie de l'Action et pas selon la Théorie de la Signification. La force ilocutive peut être démontrée, ou réalisée, par deux voies: a) d'une façon verbale, par des verbes et les expressions qui travaillent comme des tableaux d'affichage ilocutoires explicites; b) d'une façon non-verbal, par les opérations partagées pas verbales ou cognitives de l'action, les intentions, les stratégies et les fonctions de l'orateur(du speaker).

Hablar es un acto tan natural para la mayoría de seres humanos, que raramente nos paramos a pensar en cómo es posible que la conexión de unas cuantas células en nuestro cerebro hagan que movamos los músculos de la boca y la garganta de forma tan extraordinariamente precisa, y lo que todavía es más extraordinario, que dichos movimientos sirvan para exteriorizar nuestras ideas y compartirlas con los que nos rodean. En cambio, acostumbramos a admirar a las personas que hablan varias lenguas. Con toda justicia reconocemos su habilidad para almacenar varios vocabularios, pero hablar una lengua es mucho más que conocer sus palabras: significa conocer los matices de significado para cada una de ellas, así como las normas sintácticas específicas que les permiten agrupar las palabras, o la pronunciación de los fonemas que les son propios. Y esta persona no sólo sabe todo esto, sino que además es capaz de aplicar correctamente matices, normas y sonidos a una velocidad de dos o tres palabras por segundo. No es la intención de esta tesis resolver la complejidad de este proceso, pero sí queríamos llamar la atención sobre un fenómeno que a menudo no apreciamos en su justa medida: esa curiosa habilidad de los bilingües para mantener "separadas" las distintas lenguas, de manera que los errores derivados de mezclar involuntariamente reglas o palabras de diferentes idiomas son escasos, especialmente entre los bilingües muy competentes en su segunda lengua. ¿Significa eso que el bilingüe está trabajando sólo con una de las lenguas? O, por el contrario, ¿es posible que la lengua no empleada siga estando presente durante la producción del habla, aunque de alguna forma se consiga restringir su influencia? A estas dos últimas cuestiones hemos querido responder en la presente tesis, desplegándolas en la siguiente batería de preguntas: - ¿Durante cuánto tiempo permanece activada la lengua que no se está empleando? - ¿El grado de activación de la lengua que no se usa depende del conocimiento que de ella se posee? - ¿La lengua no empleada interfiere durante la selección léxica? - ¿La lengua no empleada juega algún papel durante la recuperación de la información subléxica? Para dar respuesta a estos interrogantes, mediante la revisión de los estudios sobre el tema hechos hasta ahora y la aportación de nuevas evidencias experimentales, hemos estructurado la presente memoria en los siguientes apartados: - En el capítulo 1 repasaremos los principales modelos de producción del habla en hablantes monolingües. - En el capítulo 2 describiremos los modelos bilingües de producción del habla. - En el capítulo 3 presentaremos las evidencias que existen hasta el momento de co-activación de los dos léxicos. - En el capítulo 4 nos preguntaremos sobre la función que cumple la activación del léxico que no se está empleando. - Finalmente, el capítulo 5 nos permitirá resumir todos los resultados obtenidos, intentar explicarlos a partir de los modelos de producción actuales, proponer algunas modificaciones a partir de nuestros datos, y plantear nuevas cuestiones a estudiar en el futuro.

After clarifying how recent theories of meaning share a similar philosophical orientation, I specify the current version of the central problem of meaning and then invoke a four-stage dialectical scheme exhibiting recent theories as progressive attempts to rectify previous theories and solve the problem of meaning. I conclude that only a speech act theory can adequately account for the phenomenon of meaning because it construes language and meaning in terms of a rule-governed intentional activity directed to the needs and goals of communication. Finally, I argue that a satisfactory theory must rely on appropriately primitive semantic notions having the greatest explanatory value for the linguistic facts.

"June 7, 1955.", "Communications (Linguistics).", "Paper read before the Linguistic Society of America, August, 1954.", "238"--handwritten on cover

In this paper I provide a new account of linguistic presuppositions, on which they are ancillary speech acts defined by constitutive norms. After providing an initial intuitive characterization of the phenomenon, I present a normative speech act account of presupposition in parallel with Williamson's analogous account of assertion. I explain how it deals well with the problem of informative presuppositions, and how it relates to accounts for the Triggering and Projection Problems for presuppositions. I conclude with a brief discussion of the consequences of the proposal for the adequacy of Williamson's account of assertion.

En la Nueva gramática de la lengua española se concede un amplio tratamiento a los actos de habla, porque en esa obra académica se incluyen nuevos aspectos que explican las cuestiones gramaticales. Se han recogido en este artículo distintas clasificaciones de los actos verbales en obras generales y la clasificación de la última gramática de la RAE, que los clasifica según el significado del verbo realizativo. También se valoran las diversas manifestaciones de los actos verbales, entre las que sobresale la interpretación de los actos verbales indirectos. The Nueva gramática de la lengua española provides ample discussion of speech acts, because it aims to cover new approaches that explain grammatical issues. This paper includes several classifications of speech acts in general publications, alongside the classification given in the latest grammar handbook published by the RAE, which classifies them according to the meaning of the performative verb. It also assesses the different manifestations of the speech acts, paying particular attention to the interpretation of indirect speech acts. info:eu-repo/semantics/acceptedVersion