An Analysis of Pragmatic Content in ELT Textbooks
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참고문헌
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초록
The present study examines the pragmatic content in the textbooks which play a primary role in providing language input in EFL classrooms. The exploration focuses particularly on three speech acts(requesting, refusing and apologizing). Two high school English textbooks used in Korea, along with two ELT textbooks written by native writers of English are chosen for the analysis. The ways of presenting speech acts, the amount, as well as which speech act strategies are presented in those textbooks are investigated. The results of the study are generally similar to those of the previous appraisals, which indicated that there is insufficient explicit discussion regarding when and how to use a speech act and which expression would be appropriate in a given situation. Additionally, they are limited in the range of options for expressions presented to the students. The results are discussed and implications of the study are provided.
Abstract
The present study examines the pragmatic content in the textbooks which play a primary role in providing language input in EFL classrooms. The exploration focuses particularly on three speech acts(requesting, refusing and apologizing). Two high school English textbooks used in Korea, along with two ELT textbooks written by native writers of English are chosen for the analysis. The ways of presenting speech acts, the amount, as well as which speech act strategies are presented in those textbooks are investigated. The results of the study are generally similar to those of the previous appraisals, which indicated that there is insufficient explicit discussion regarding when and how to use a speech act and which expression would be appropriate in a given situation. Additionally, they are limited in the range of options for expressions presented to the students. The results are discussed and implications of the study are provided.
참고문헌 (26)
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