Research Article

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks

Authors

  • Mohammed BOUKNIFY Researcher at LITTARIP (Lettres, Langues et Arts - Kénitra - Université Ibn Tofail, Maroc) Faculty of Letters, Languages and Arts, Kenitra – Ibn Tofail University, Morocco
  • KHADIJA ANASSE Professor at LITTARIP (Lettres, Langues et Arts - Kénitra - Université Ibn Tofail, Maroc) Faculty of Letters, Languages and Arts, Kenitra – Ibn Tofail University, Morocco

Abstract

Studies in the domain of English language teaching reveal a significant disparity between pragmatic findings and the approaches employed in English language instruction (Ishihara & Cohen, 2010). Investigations into the effectiveness of textbooks for teaching communicative skills, mirroring real-life conversations, show that English Language Teaching (ELT) textbooks often lack clear and thorough explanations of English conversational dynamics (Berry, 2000; Burns, 1998; Cane, 1998; Grant & Starks, 2001). According to the available literature on EFL/ESL textbooks, speech acts, and other pragmatic elements are largely neglected in both quality and quantity (e.g., Vellenga, 2004; Salazar Campillo, 2007; Neddar, 2010). Therefore, this study examines how textbooks cultivate pragmatic competence and evaluates the pragmatic content in EFL textbooks used in Moroccan high schools from 2006-2007. It aims to assess the depth and quality of pragmatic information covered in these textbooks. In addition to concentrating on metapragmatic details, the study discusses register, illocutionary force, politeness, appropriateness, and usage, as well as how textbook authors present speech acts. However, the study findings reveal that the selected textbooks provide insufficient pragmatic information. This underscores the necessity of supplementing EFL textbooks with more authentic materials and ample meta-pragmatic information. It is also essential to consider pragmatics during the textbook design process and enhance teachers' abilities to incorporate them into their classrooms.

Article information

Journal

International Journal of Arts and Humanities Studies

Volume (Issue)

4 (2)

Pages

01-10

Published

2024-05-05

How to Cite

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks. (2024). International Journal of Arts and Humanities Studies, 4(2), 01-10. https://doi.org/10.32996/Ijahs.2024.4.2.1

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Keywords:

Pragmatic competence, pragmatic content, textbook evaluation, Speech acts, Moroccan high school