Pragmatic Content in EFL Textbooks: An Investigation into Vietnamese National Teaching Materials

Autor/inn/en	Ton Nu, Anh T.; Murray, Jill
Titel	Pragmatic Content in EFL Textbooks: An Investigation into Vietnamese National Teaching Materials
Quelle	In: TESL-EJ, 24 (2020) 3, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Pragmatics; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Guides; Learning Processes; Communicative Competence (Languages); Textbook Preparation; Instructional Materials; Foreign Countries; Secondary School Students; Content Analysis; Vietnam + Suchen Sie Ihr Suchwort? Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerhandbuch; Learning process; Lernprozess; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrbucharbeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Sekundarschüler; Inhaltsanalyse
Abstract	Recent research studies in ESL/EFL contexts worldwide have shown a gap between the findings of pragmatics research and how the English language is actually taught and learnt in EFL classrooms, as well as a paucity of pragmatic information provided in ESL/EFL textbooks. Utilizing content analysis, this study explores the provision of pragmatic content in the current national EFL textbook series, which was first published in 2012 and has been used nationwide for Vietnamese upper-secondary school students since the school year 2018-2019. These materials include the aim of facilitating the development of students' communicative competence in English in their overall objectives, which, as we will argue in this paper, implies that pragmatic competence is also a goal. However, results from this study show that this series includes quite a low level of explicit information about pragmatics, which is present in only 5.5% of pages in the student books and does not appear at all in the teacher manuals. In addition, the explicit presentation of different elements potentially contributing to the learning of pragmatics was found to be quite infrequent. These findings suggest that there is a need for supplementing these EFL textbooks with additional materials and activities, for considering pragmatics as part of the textbook design process, and for enhancing teachers' ability to incorporate pragmatics in their classroom practices. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01