Pragmatic competence has become an increasingly crucial component of
language pedagogy. This article reports on a quantitative and qualitative study
of ten English language textbooks used in Chinese universities with a particular
focus on their coverage of pragmatic knowledge. Detailed analysis focused
specifically on the mention of pragmatic information, the treatment of speech
acts, and the representation of intralingual pragmatic variation. The findings
show that pragmatic knowledge is still under-represented in most textbooks.
The range of speech acts included is rather limited, and the ways that speech
acts are presented seem to be based on writers’ intuition. There is a paucity of
explicit metapragmatic information on speech acts. In addition, little attention
is devoted to enhancing learners’ awareness of intralingual pragmatic variation.
The implications of these results for teachers and textbook writers are discussed

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Perpustakaan FITK Pusat

Tersedia

• The representation of pragmatic knowledge in recent ELT textbooks

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