textbook evaluation from a pragmatics perspective: evidence from iranian senior high school textbooks

Textbook evaluation has recently drawn attention in the literature from various perspectives. however, there is a paucity of research on efl textbook evaluation in the new schooling system from a pragmatics perspective. this study was thus to extend the scope of textbook evaluation to pragmatics theories in the research literature. in so doing, the present study was to quantitatively and qualitatively analyze and disclose the dominant conversational patterns introduced in the sacks, schegloff, and jefferson (ssj) model in the spoken texts of nationwide senior high school textbooks (i.e., vision series). in the same vein, the main objective of this study was to answer how communication principles could be applied in spoken contexts to give justifiable and communicatively relevant answers in different communicative situations. findings showed that some communicative behaviors like overlapping and latching were still missing in the high school textbooks while repetition rarely occurs. as the level of the books increased, the existence of those conversational patterns decreased so that pragmatical inauthenticity can be considered as a main trait of the high school textbook series. the present study would shed light on the usefulness of pragmatics theories such as ssj, offering some implications for materials developers and curriculum designers, to name a few.

Textbook Evaluation from a Pragmatics Perspective: Evidence from Iranian Senior High School Textbooks

Textbook evaluation has recently drawn attention in the literature from various perspectives. However, there is a paucity of research on EFL textbook evaluation in the new schooling system from a pragmatics perspective. This study was thus to extend the scope of textbook evaluation to pragmatics theories in the research literature. In so doing, the present study was to quantitatively and qualitatively analyze and disclose the dominant conversational patterns introduced in the Sacks, Schegloff, and Jefferson (SSJ) model in the spoken texts of nationwide senior high school textbooks (i.e., Vision Series). In the same vein, the main objective of this study was to answer how communication principles could be applied in spoken contexts to give justifiable and communicatively relevant answers in different communicative situations. Findings showed that some communicative behaviors like overlapping and latching were still missing in the high school textbooks while repetition rarely occurs. As the level of the books increased, the existence of those conversational patterns decreased so that pragmatical inauthenticity can be considered as a main trait of the high school textbook series. The present study would shed light on the usefulness of pragmatics theories such as SSJ, offering some implications for materials developers and curriculum designers, to name a few.