FORUM DE L' ENSEIGNANT منتدى الأستاذ
Volume 15, Numéro 1, Pages 137-156
2019-03-15
Authors : Dendenne Boudjemaa .
The aim of the present study is to evaluate the pragmatic content in ‘My Book of English, Year Three’ used to teach English in Algerian middle schools. On the positive side, pragmatic-relevant information figured in 25.16% of the total page number. A number of speech acts were explicitly mentioned and practised. Moreover, metapragmatic discussions made reference to appropriateness, register, and the interlocutor’s status. Metalanguage was presented by means of pronominal use in lieu of imperative directives. Nevertheless, most of speech acts appeared in conspicuous absence of adequate metapragmatic and sociopragmatic discussions. Besides, the textbook tended to establish one-to-one correspondence between forms and functions, on one hand, and provide a limited range of linguistic options, on the other hand.
pragmatic information; EFL; My Book of English; speech acts; metapragmatic; metalanguage
Dehda Nacer
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Hocine Nacira
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pages 2051-2065.
Bouchair Zahia
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pages 295-311.
Senani Djihad
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Chelli Saliha
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pages 1108-1124.
Boudjadar Tareq
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pages 891-906.