Introductions and Practices of Speech Acts in Oral Communication 1 Textbooks: From a Viewpoint of Interlanguage Pragmatics'  

Oleh:

Shimizu, Takafumi ; Fukasawa, Emi ; Yonekura, Shinichi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Sophia Linguistica no. 55 (2007), page 143-163 .

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Perpustakaan PKBB Nomor Panggil: 405/SOL/55 Non-tandon: tidak ada Tandon: 1

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Studies in Interlanguage Pragmatics have pointed out that the learners' deviations from native speakers of the target language in performing and understanding speech acts can be caused by, aside from negative pragmatic transfer from their first language, deficient instruction depending on inadequate teaching materials. Bearing this in mind, the present study examined 17 English textbooks used in high school "Oral Communication 1" courses in Japan in order to find out how those textbooks treat pragmatic information on speech acts. The analyses were conducted from the following viewpoints: 1) whether speech acts are dealt with as the learning goal or not, 2) how many speech acts and responses are explicitly introduced, 3) how many linguistic forms used to realize speech acts are explicitly introduced, 4) whether accompanying explanations for speech acts and linguistic forms are provided or not, and 5) whether the forms introduced are practiced in the following exercises or not. The study first found that more than half of the textbooks investigated dealt with speech acts as a learning goal, which seemingly appears to follow the MEXT (Ministry of Education)'s guidelines (1). However, detailed examination disclosed that those textbooks treat a small repertoire of speech acts (2), present few variations in linguistic forms to perform them (3), supply poor metapragmatic information in quantity and quality (4), and offer few opportunities for output practice of the introduced forms for speech acts (5). These inadequacies seem to be brought about by overemphasis on the goal of teaching students how to clearly express themselves. Textbook writers and editors seem to pay too much attention to effectiveness in transmission of information, and pay less attention to social and pragmatic dimensions of language.

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