An Analysis of Interlocutors' Role Realtionships in Textbook Diaglogs
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This study aimed to analyze textbook dialogs focusing on the distribution of the interlocutors’ role relationships and pragmatic inappropriateness with respect to interlocutors’ social power, social distance and gender. A total of 15 middle school English textbooks were analyzed. Results showed that with respect to social power, there was over-presentation of the dialogs between interlocutors of equal status, with little attention to the dialogs between persons of unequal status. A similar trend was evident with respect to social distance since there was heavy reliance on the dialogs between interlocutors whose familiarity was neutral, with the minimal presentation of the dialogs between intimates and between strangers. With respect to the gender variable, a majority of textbook dialogs did not include information about interlocutors’ gender. A qualitative analysis yielded various facets of pragmatic inappropriateness. With respect to social power, a speaker’s choice of language was found to be inappropriate sometimes to a younger person, sometimes to an equal and sometimes to an older person. Various aspects of pragmatic inappropriateness were also manifested with respect to social distance, showing mismatch between the familiarity between interlocutors and their choice of language. However, there was only one aspect of pragmatic inappropriateness with respect to gender. On the basis of these results, pedagogical implications are discussed, together with helpful suggestions.
Abstract
This study aimed to analyze textbook dialogs focusing on the distribution of the interlocutors’ role relationships and pragmatic inappropriateness with respect to interlocutors’ social power, social distance and gender. A total of 15 middle school English textbooks were analyzed. Results showed that with respect to social power, there was over-presentation of the dialogs between interlocutors of equal status, with little attention to the dialogs between persons of unequal status. A similar trend was evident with respect to social distance since there was heavy reliance on the dialogs between interlocutors whose familiarity was neutral, with the minimal presentation of the dialogs between intimates and between strangers. With respect to the gender variable, a majority of textbook dialogs did not include information about interlocutors’ gender. A qualitative analysis yielded various facets of pragmatic inappropriateness. With respect to social power, a speaker’s choice of language was found to be inappropriate sometimes to a younger person, sometimes to an equal and sometimes to an older person. Various aspects of pragmatic inappropriateness were also manifested with respect to social distance, showing mismatch between the familiarity between interlocutors and their choice of language. However, there was only one aspect of pragmatic inappropriateness with respect to gender. On the basis of these results, pedagogical implications are discussed, together with helpful suggestions.
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