|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Current Issue |
|
|
|
Go List
 |
|
|
| Volume 20 Number 4, Winter 2023, Pages 754-1004 |
|
|
|
| |
A Pragmatic Analysis of Vietnamese EFL Textbooks: The Case of Disagreement
|
|
| |
Lan Tuong Nguyen Bui & Minh Thi Thuy Nguyen
|
|
The present study evaluates how upper-secondary school English language textbooks in Vietnam teach disagreement, a speech act that is central to classroom discourse but has received limited attention in textbook evaluation studies. The study employs an analytical framework derived from previous pragmatics research to analyse three textbooks and their accompanying audio files. The quantitative and qualitative analysis focused on the distribution of three key features: disagreement forms, contextual and metapragmatic information, and types of instructional activities aimed at enhancing students' pragmatic awareness. The study found a mismatch between the textbook input and authentic language use reported in previous pragmatics research, with textbooks featuring more instances of strong disagreement compared to disagreement prefaced with agreement. In addition, the textbooks presented a limited range of interactional resources for managing disagreement, thus restricting students' exposure to pragmatic input. Finally, while the textbooks exposed students to disagreement in interactive situations, they lacked explicit instruction to guide students to notice how disagreement is performed in context. The study highlights the need for more attention to be given to pragmatic competence in English language teaching materials, particularly with regard to the teaching of disagreement, and provides recommendations for improving the quality of EFL textbooks.
Keywords: EFL, textbooks, pragmatic competence, disagreement, metapragmatic awareness |
|
|
|
|
|
The Journal of Asia TEFL
