Do current EFL Coursebooks work for the Development of L2 Pragmatic Competence? The case of Suggestions

Ekin, Mehzudil Tuğba Yıldız

doi:10.1016/j.sbspro.2013.10.033

Cited by 14 publications

(10 citation statements)

References 13 publications

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“…This is owing to the common sense that "language textbooks play a central role in language classes" (Chapelle, 2009, p. 141). In addition, for the development of language learners' pragmatic competence, they should complement the classroom teaching with real instances of speech act semantic formulas (Ekin, 2013).…”

Section: Background Of the Studymentioning

confidence: 99%

The Linguistic Presentation of Speech Acts in Top-Notch Intermediate Textbooks

Farashaiyan¹,

Paramasivam²

2017

IJL

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The role of textbooks as one of the main sources of language input in addition to the teacher and other learners cannot be ignored in the process of language learning, especially in EFL contexts since learners mostly rely on textbooks for second language learning. Therefore, more attention should be paid to the evaluation of the textbooks to meet the needs of both teachers and learners. As such, the purpose of this research is to analyze and evaluate the pragmatic information of Top-Notch Intermediate textbooks which are used in most EFL institutes in Iran. Specifically, the article investigates the linguistic presentation of speech acts in the textbooks and the provision of sufficient contextual and meta-pragmatic information for the facilitation of learning the speech acts. The results indicated that there are three typical ways of presenting speech acts in the textbooks 1) using dialogues in conversation models, 2) using lists of expressions, and 3) using dialogues as well as the grammar section. In addition, there is inadequate contextual and meta-pragmatic information in terms of the speech acts included in the textbooks. The article also has some implications for teachers, materials writers and textbook designers in terms of the pragmatic aspect of the target language.

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Section: Background Of the Studymentioning

confidence: 99%

The Linguistic Presentation of Speech Acts in Top-Notch Intermediate Textbooks

Farashaiyan¹,

Paramasivam²

2017

IJL

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“…In another study, Ekin (2013) examined how the speech act of suggestion was distributed in eight EFL course books. The results of this investigation indicated that up to 70.8% of strategies included in course books were about conventionalized forms.…”

Section: Literature Reviewmentioning

confidence: 99%

Pragmatic Content in Global and Local ELT Textbooks

Meihami

Khanlarzadeh

2015

Sage Open

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This study is an attempt to explore the frequency of pragmatic content occurrence represented as three speech acts of requesting, refusing, and apologizing in global and local English Language Teaching (ELT) textbooks. Three global elementary ELT textbooks, namely Interchange, Top Notch, and American English File along with the local elementary textbooks of Iran Language Institute (ILI) Series, were examined for their pragmatic content. To analyze the pragmatic content of these textbooks, the researchers used three different frameworks. The results indicated that while both global and local ELT textbooks shared a sufficient number of speech acts of request and refusal, they failed to pay enough attention to the speech act of apology regarding its frequency and the strategies through which it is performed. To sum, the findings of this study highlight the differences in the frequency of different speech acts and the strategies used to perform them in global and local elementary ELT textbooks, which bear some implications for ELT textbook developers and language instructors.

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“…Research in the educational domain has been carried out by many experts. The first is research on textbooks related to pragmatic abilities and speech acts (Delen & Tavil, 2010;Ekin, 2013;Afzali and Rezapoorian, 2014). In these studies, the researchers looked at and evaluated the existence of pragmatic aspects, in this case the perspective of speech acts in English textbooks for non-native speakers.…”

Section: Introductionmentioning

confidence: 99%

Students’ teacher Utterances in Opening and Closing an ESP class

Widiningrum¹,

Djatmika²,

Nurkamto³

et al. 2021

Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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This study aims to explore the utterances that the students' teacher used in opening and closing a class. The participants of the study were 6 students' teacher who did their Teaching Practicum by teaching English for Hotel Staff. The method used here were observation and students' teacher reflection. So, based on Richards and Lockhart (2007) and also Hughes (2008), the result showed that not all of class routines in general classes appeared in the ESP class. In opening the lesson most of the time the students' teacher giving motivation, while in closing, they do review. Furthermore, in opening the class, utterances that showed entering the classroom, taking register and dealing with lateness were not found. The utterances in closing the lesson for checking the time, setting homework and clearing the class were not found. By seeing the result, hopefully the nature of ESP class can be revealed.

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Do current EFL Coursebooks work for the Development of L2 Pragmatic Competence? The case of Suggestions

Cited by 14 publications

References 13 publications

The Linguistic Presentation of Speech Acts in Top-Notch Intermediate Textbooks

The Linguistic Presentation of Speech Acts in Top-Notch Intermediate Textbooks

Pragmatic Content in Global and Local ELT Textbooks

Students’ teacher Utterances in Opening and Closing an ESP class

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