چکیده:
Concerns over the phony nature of textbooks and artificiality of their contents in reflecting authentic language have been raised by a number of researchers. It has been argued that many language teaching programs result in the failure of learners of English to successfully communicate in the target language. The problem with these programs is that there is no general agreement about the success of these materials in developing the pragmatic competence necessary for interlocutors’ mutually intelligible communication[D1] . Hence, this study explored communicated requests for nonverbal/verbal goods and services (RNGS/RVGS) in the dialogues of 5 textbooks and 8 English movies. The utterances of the textbooks and movies were evaluated on six criteria deriving from research on speech act theory, politeness, and conversation analysis. These included whether the textbooks discussed second pair parts, the forms of requests, the context of request occurrence, the nature of the devices through which the requests are mitigated, and multi-turn request forms. The results of the analysis revealed that, except for re-requests and dispreferred responses of RNGS,textbooks’ strategies including forms, face, contexts of RVGS, and strategies of RNGSwere not realized through adequate examples compared to their variants in movies.Most importantly,except for bald on record, internal mitigators of RVGS, external mitigators, and direct and indirect forms of RNGS, the other request strategies in the textbooks showed less variety than those of their counterparts in the movies. Internally mitigated RVGS were the onlystrategies variouslyexploited in the textbooks.The findings revealed that textbook designers should improve their instructional materials by incorporatingmore accurate samples of communicated requests in their future textbooks.
خلاصه ماشینی:
Oral Requests in Advanced Level English Coursebooks and English Movies: An Evaluative Study Abstract Concerns over the phony nature of textbooks and artificiality of their contents in reflecting authentic language have been raised by a number of researchers.
The results of the analysis revealed that, except for re-requests and dispreferred responses of RNGS, textbooks’ strategies including forms, face, contexts of RVGS, and strategies of RNGS were not realized through adequate examples compared to their variants in movies.
The second to fourth criteria mainly based on the theory of politeness examined the efficiency of the textbooks and movies in: 2) adequately exploring the context of occurrence of requests, namely a) transactional and b) interactional; 3) identifying the politeness strategies, including: a) bald on record, b) positive politeness, and c) negative politeness; 4) mitigating request utterances through a) internal modification, b) external modification, and c) combination of mitigators.
These criteria resulted in the establishment of four distinct coding schemes for textbook and movie evaluation: The transactional and interactional contexts of request types were explored in the textbooks and movies using a common coding scheme derived from Brown and Yule (1983); face was identified by applying the typology suggested by Brown and Levinson(1987); and modification devices of RNGS were calculated using the coding scheme by Alcón-Soler et al.
The last two criteria which were derived from research on CA investigated the role of textbooks and movies in: 5) emphasizing second pair parts: preferred and dispreferred responses, and 6) exposing students to multi-turn request forms: pre-sequences and re-requests.
e. , American Headway (Soars & Soars, 2010), Cutting Edge (Cunningham, Moor & Comyns Carr, 2005), Discussions A-Z (Wallwork, 2005), Landmark (Haines, 2008), New English File (Oxenden & Latham-Koenig, 2014)).