Incorporating Pragmatics in English Language Teaching: To What Extent Do EFL Course Books Address Speech Acts?

Aksoyalp, Yasemin; Toprak, Tuğba Elif

doi:10.7575/aiac.ijalel.v.4n.2p.125

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…As a result, the textbooks should contain pragmatic features such as speech acts in order to compensate for the lack of natural context. Aksoyalp and Toprak (2015) also conducted a content analysis of 17 textbooks of different language proficiency levels (i.e. from beginner to advanced) aiming at finding out whether the textbooks included an adequate number of speech acts, the range and frequencies of linguistic strategies used to perform these speech acts and whether their frequency showed variation across proficiency levels.…”

Section: Overview Of L2 Pragmatic Teaching Research On Implicature Re...mentioning

confidence: 99%

Exploring Implicature Awareness and Instructional Adequacy in Greek EFL Curriculum: A Pragmatic Perspective

Rouki

2023

OJML

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This research paper addresses the burgeoning discourse surrounding pragmatics instruction, reflecting a broader trend of increased scholarly interest in the field with a particular focus on the explicit teaching of pragmatics within English as a Foreign. Within the context of Greek EFL education, where English is introduced at a young age, proficient Greek speakers of English often grapple with cross-cultural misunderstandings during communication. This study presents an extensive examination of the curriculum used in the initial year of Greek high school education (lyceums), with a specific focus on implicature. The central objective is to assess the adequacy of the instructional materials in cultivating learners' pragmatic awareness, particularly their competence in identifying implicatures within written contexts. Notably, the analysis reveals a prevalence of non-creative implicatures, suggesting that contextual cues played a marginal role in their comprehension. Implicatures prominently featured in literary and lyrical forms, underscoring the propensity of poetic language for non-literal expression, while news articles demonstrated a predilection for literal language usage due to their objective nature. Furthermore, a limited utilization of relevant implicatures in instructional exercises is observed, with only a fraction of tasks capitalizing on this vital pragmatic facet. Specifically, among a total of 97 tasks, merely 8 exhibited partial incorporation of implicatures, representing less than 10% of the total exercise pool. The implications of these findings underscore the imperative of enhancing pragmatics instruction to better equip learners for effective cross-cultural communication.

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Section: Overview Of L2 Pragmatic Teaching Research On Implicature Re...mentioning

confidence: 99%

Exploring Implicature Awareness and Instructional Adequacy in Greek EFL Curriculum: A Pragmatic Perspective

Rouki

2023

OJML

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“…Additionally, the importance of language textbooks in the development of target language pragmatic knowledge is also significant. However, the previous analyses of language textbooks have pointed out that many textbooks tend to offer classroom learners little opportunity for learning L2 pragmatics [6][7][8][9][10][11][12]. The mentioned studies clarify that language textbooks presents speech acts unfairly.…”

Section: Introductionmentioning

confidence: 98%

Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq

Tahr,

Mohammadzadesh,

Singh

2023

Preprint

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This study mostly analyzes the pragmatic viewpoints of speech acts and language functions through Halliday’s (1975) language functions and Searle’s (1976) speech acts were adapted to analyze the functional aspects of the conversations and it was also intended to explore the teachers’ perception toward teaching and learning English as a Foreign Language (EFL) learners’ textbooks and the teacher’s components of communicative knowledge regarding the functions of language in daily activity. The participants of this paper consisted of thirteen Sunrise 10, 11, 12 grades of Kurdish teachers at high school English in Iraqi Kurdistan. Through semi-structured interview, it was found that the conversations in the mentioned textbooks are insufficient from the pragmatic point of view. Some recommendation for the textbook designers, teachers, material developer were raised to make up the shortcomings of the textbooks. The findings reveal that the conversation texts in Sunrise textbooks are not meeting the systematic standard of pragmatic competence the English language learners and the book designer must be recommended to be aware of those shortcomings of the textbook series if they are required to develop their speaking skills in both student and activity series. The implications of this paper can be helpful in comparing the results of this study with other similar studies to check if there is a universal pattern in performing the speech acts and language functions and the interest to Kimberley Education for Life learners in increasing their knowledge of pragmatics in general and the role of language functions and speech acts investigated in this study.

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“…Another study is Aksoyalp and Toprak (2015) which dealt with the extent EFL course books address speech acts. To this end, the way EFL course books includes apology, complaint and suggestion formulas was investigated.…”

Section: B Empirical Studies On Request and Apology Speech Actsmentioning

confidence: 99%

“…The role of speech acts, as one tenet of pragmatics, in language perception and production in particular, is recognized as an indispensable part of linguistic studies in inter-language settings (Aksoyalp & Toprak 2015; Naghavi & Razavi, Nakhle, 2015). The existing literature embraces a plethora of research on this issue including: Alcon Soler & Martinez Flor, 2008;Birjandi & Rezaei, 2010;Cohen, 2010;Kuhi & Jadid, 2014.…”

Section: Introductionmentioning

confidence: 99%

Iranian English Teaching Applicants' Request and Apology Speech Acts: Special Focus on Language Proficiency

Khorshidi

Mobini

Nasiri

2016

JLTR

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Abstract-Considering speech act formulas as one tenet of pragmatics has been one primary aspect of research domain in the recent years. The current study probes whether proficiency level plays any part in implementing request and apology speech acts, with special focus on Iranian English Teaching Applicants (ETA). To calculate participants' pragmatics performance, two Discourse Completion Tests (DCT) were administered, i.e. a multiple choice (MDCT) and a written form (WDCT), each of which was comprised of 10 request and 10 apology situations. MDCT was adopted from Birjandi and Rezaee (2010), and WDCT was adopted from Jianda (2006), and Olshtain and Cohen (1990). Participants of the study were 157 (81 males and 76 females) English teaching applicants studying in several language centers in Iran. After homogenizing the participants, Pearson product moment correlation was run to detect the relationship between two proficiency level groups' (i.e., high-score and low-score) proficiency scores and their request and apology realization. The resulting data revealed that different proficiency level did not produce any significant differences in request and apology speech act production. Accordingly, proficiency level may not be an influential variable in request and apology realization. The results of this study can inform English instructors and practitioners.

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Incorporating Pragmatics in English Language Teaching: To What Extent Do EFL Course Books Address Speech Acts?

Cited by 7 publications

References 15 publications

Exploring Implicature Awareness and Instructional Adequacy in Greek EFL Curriculum: A Pragmatic Perspective

Exploring Implicature Awareness and Instructional Adequacy in Greek EFL Curriculum: A Pragmatic Perspective

Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq

Iranian English Teaching Applicants' Request and Apology Speech Acts: Special Focus on Language Proficiency

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