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Abstract

This study examines the speech acts of selected Igbo autistic teenagers from a pragmatic perspective, with the aim of understanding how culture influences their communicative competence. The study is anchored on Searle’s Speech Act Theory and Hymes’ Ethnography of Communication framework. It investigates how autistic teenagers within the Igbo socio-cultural environment produce and interpret communicative functions such as requesting, informing, apologizing, questioning, and expressing emotions. A qualitative case study design was adopted, involving three autistic teenagers purposively selected from special schools and therapy centres in Anambra State, Nigeria. Data were collected through naturalistic observations, audio and video recordings of spontaneous interactions, and semi-structured interviews with caregivers and teachers. The findings revealed that directives and representatives were the most frequently used speech acts, while expressive acts were limited in range and elaboration. The participants also demonstrated difficulties in interpreting indirect speech acts and idiomatic expressions, often responding literally. Furthermore, culturally expected politeness markers, greetings, and honorific expressions were inconsistently applied. The study concludes that autism-related pragmatic competence should be understood within its cultural context and recommends culturally adapted assessment and intervention strategies for autistic individuals in Igbo-speaking communities.

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