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标题：Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks
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作者：Zohre G. Shooshtari ; Anahita Bordbar ; Reza Banari 等
期刊名称：Theory and Practice in Language Studies
印刷版ISSN：1799-2591
出版年度：2017
卷号：7
期号：8
页码：701-707
DOI：10.17507/tpls.0708.14
语种：English
出版社：Academy Publisher
摘要：Textbooks play a crucial role in language teaching particularly in English as a foreign language (EFL) classrooms since they are considered as an important and primary source of linguistic input. EFL textbooks are expected to develop EFL students’ knowledge, no difference in linguistic or pragmatic competences (Gholami & Mahboobrezaei, 2011). As some scholars believed pragmatics is the fifth skill in language learning, then, it is essential to incorporate it like an integral component of EFL textbooks. However, there exists little knowledge on how well pragmatic perspectives of language are taken into consideration in expanding EFL textbooks generally and Iranian English for specific purposes (ESP) textbooks particularly. In fact, ESP textbooks are written by non-native authors and are considered as unauthentic textbooks. This study, therefore, attempted to explore pragmatic knowledge incorporation into ESP textbooks that have been published for computer engineers by SAMT publication as university textbooks. This study was also an attempt to investigate the frequency and rate of ‘politeness principle’ and ‘irony principle’ from the subcategories of inter-personal rhetoric as the umbrella term in two textbooks in the field of psychology. Book A was an authentic book written by natives for native speakers; however, book B was written by Iranians writers for Iranian university students (SAMT book). This paper then presented some results abstracted from the whole research project. EFL teachers and researchers whose professional and academic interests lie in syllabus design and ESP field may benefit from the findings of the study.
其他摘要：Textbooks play a crucial role in language teaching particularly in English as a foreign language (EFL) classrooms since they are considered as an important and primary source of linguistic input. EFL textbooks are expected to develop EFL students’ knowledge, no difference in linguistic or pragmatic competences (Gholami & Mahboobrezaei, 2011). As some scholars believed pragmatics is the fifth skill in language learning, then, it is essential to incorporate it like an integral component of EFL textbooks. However, there exists little knowledge on how well pragmatic perspectives of language are taken into consideration in expanding EFL textbooks generally and Iranian English for specific purposes (ESP) textbooks particularly. In fact, ESP textbooks are written by non-native authors and are considered as unauthentic textbooks. This study, therefore, attempted to explore pragmatic knowledge incorporation into ESP textbooks that have been published for computer engineers by SAMT publication as university textbooks. This study was also an attempt to investigate the frequency and rate of ‘politeness principle’ and ‘irony principle’ from the subcategories of inter-personal rhetoric as the umbrella term in two textbooks in the field of psychology. Book A was an authentic book written by natives for native speakers; however, book B was written by Iranians writers for Iranian university students (SAMT book). This paper then presented some results abstracted from the whole research project. EFL teachers and researchers whose professional and academic interests lie in syllabus design and ESP field may benefit from the findings of the study.
关键词：pragmatic competence;English for specific purposes;politeness principle;irony principle