SPEECH ACT PRESENTATION IN A LOCALLY-WRITTEN ENGLISH TEXTBOOK

IF 0.3 0 LANGUAGE & LINGUISTICS Baltic Journal of English Language Literature and Culture Pub Date : 2022-05-12 DOI:10.30813/jelc.v12i2.3257
N. Nurdiana
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引用次数: 2

Abstract

A textbook is developed to provide language input for language learners. The input should contain appropriate language use to assist learners to be able to communicate effectively from the communicative competence perspective which focuses on pragmatics. For this reason, the present study attempts to investigate speech act presentation in a local English textbook from  metapragmatic, sociopragmatic, and pragmalinguistics  point of view.  The data were taken from common phrases or language expressions of particular functions integrated with conversations in the textbook. Findings revealed that the the speech acts investigated in the textbook were presented in more discrete items lacking sociopragmatic and pragmalinguistic information. Concerning metapragmatic information, there seems to be a significant correlation between metapragmatic, sociopragmatic, and pragmalinguistic aspects. Pedagogically, it implies that the speech acts exposed through the textbook may not serve communicative functions as it was supposed to be and therefore, the textbook did not contain adequate pragmatic knowledge which may cause fewer opportunities to reach communicative competence.                
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本地英语教材中的言语行为表现
编写教材是为了给语言学习者提供语言输入。从语用学的角度来看,输入内容应该包含适当的语言使用,以帮助学习者有效地进行交际。因此,本研究试图从元语用学、社会语用学和语用语言学的角度来考察当地英语教科书中的言语行为呈现。数据取自教科书中与对话相结合的常用短语或具有特定功能的语言表达。研究发现,教科书中所研究的言语行为以更分散的项目呈现,缺乏社会语用学和语用语言学的信息。在元语用信息方面,元语用学、社会语用学和语用语言学之间似乎存在着显著的相关性。在教学上,这意味着通过教科书暴露的言语行为可能没有达到应有的交际功能,因此,教科书没有包含足够的语用知识,这可能导致较少的机会达到交际能力。
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