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ERIC Number: EJ1075232
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 31
Is There Room for Pragmatic Knowledge in English Books in Iranian High Schools?
English Language Teaching, v8 n4 p39-51 2015
Pragmatic competence and its development has been a pivotal issue in ELT in the last two decades. This paper explored pragmatic knowledge incorporation into Iranian EFL textbooks. Three high school English books named "English Book 2," "English Book 3" and "Learning to Read English for Pre-University Students" were investigated with regard to their use of pragmatic features of English. These three textbooks were analyzed specifically based on speech acts, four politeness strategies, and lexical and syntactic classification. In addition, tense in temporal deixis, adjacency pairs and hesitation marks were analyzed too. The findings demonstrated that little consideration is given to the incorporation of pragmatic knowledge in developing these materials. This shortcoming may partially account for artificiality of the textbooks. Based on the findings, it is suggested that textbook developers include more pragmatic knowledge into Iranian EFL textbooks to increase on the one hand the authenticity of the textbooks and on the other hand pragmatic knowledge of Iranian EFL students.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Pragmatics, Textbooks, Foreign Countries, High School Students, Content Analysis, Syntax, Vocabulary, Classification, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Iran