چکیده:
Owing to the growing interest in communicative, cultural and pragmatic aspects ofsecond language learning in recent years, the present study tried to investigate representations of pragmatic aspects of English as a foreign language in Iranian high school textbooks. Using Halliday’s (1978), and Searle’s (1976) models, different language functions and speech acts were specifically determined and examined in high school textbooks. The results indicated that there were major insufficiencies in pragmatic representations in these books. These problems were related to inadequate coverage of different speech acts and language functions, lack of authenticity in the dialogues, inappropriate simplifications and reductions, lack of grading, unsystematic presentations, providing no meta-pragmatic information, and presenting English speech acts embedded in dialogues with Iranian culture, religion, and norms. The results indicate that material developers and textbook designers need to consider these aspects to help learners to be able to learn second language more efficiently and appropriately.
خلاصه ماشینی:
"8. 9 Abstract Owing to the growing interest in communicative, cultural and pragmatic aspects ofsecond language learning in recent years, the present study tried to investigate representations of pragmatic aspects of English as a foreign language in Iranian high school textbooks.
These problems were related to inadequate coverage of different speech acts and language functions, lack of authenticity in the dialogues, inappropriate simplifications and reductions, lack of grading, unsystematic presentations, providing no meta-pragmatic information, and presenting English speech acts embedded in dialogues with Iranian culture, religion, and norms.
Regarding this basic need to focus on second language pragmatics, especially in Iran as one of EFL contexts, and considering the fact that research on pragmatic competence has been much ignored in Iranian materials and textbooks, this study tried to evaluate how pragmatic speech acts are presented in Iranian high school textbooks.
The aforementioned limitations indicate "a reductionism that works against the teaching and learning of pragmatic phenomena" and in these situations, it seems very unlikely for EFL learners learn something about the pragmatics of second language, and develop their L2 pragmatic competence (McConachy & Hata, 2013, p.
This work and similar studies make textbook designers aware of the fact that different dimensions of second language presentations are insufficiently regarded in the present textbooks, and that they should cover broader range of pragmatic aspects, speech acts, functions, and cultures.
A Textbook Evaluation of Speech Acts and Language Functions in High School English Textbooks (I, II & III) and Interchange Series, Books I, II, And III."