Version 1
: Received: 13 May 2023 / Approved: 15 May 2023 / Online: 15 May 2023 (15:54:12 CEST)
How to cite:
Tahr, A.S.; Mohammadzadesh, B.; Singh, U.S. Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq. Preprints2023, 2023051060. https://doi.org/10.20944/preprints202305.1060.v1
Tahr, A.S.; Mohammadzadesh, B.; Singh, U.S. Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq. Preprints 2023, 2023051060. https://doi.org/10.20944/preprints202305.1060.v1
Tahr, A.S.; Mohammadzadesh, B.; Singh, U.S. Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq. Preprints2023, 2023051060. https://doi.org/10.20944/preprints202305.1060.v1
APA Style
Tahr, A.S., Mohammadzadesh, B., & Singh, U.S. (2023). Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq. Preprints. https://doi.org/10.20944/preprints202305.1060.v1
Chicago/Turabian Style
Tahr, A.S., Behbood Mohammadzadesh and Uma Shankar Singh. 2023 "Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq" Preprints. https://doi.org/10.20944/preprints202305.1060.v1
Abstract
This study mostly analyzes the pragmatic viewpoints of speech acts and language functions through Halliday’s (1975) language functions and Searle’s (1976) speech acts were adapted to analyze the functional aspects of the conversations and it was also intended to explore the teachers’ perception toward teaching and learning English as a Foreign Language (EFL) learners’ textbooks and the teacher’s components of communicative knowledge regarding the functions of language in daily activity. The participants of this paper consisted of thirteen Sunrise 10, 11, 12 grades of Kurdish teachers at high school English in Iraqi Kurdistan. Through semi-structured interview, it was found that the conversations in the mentioned textbooks are insufficient from the pragmatic point of view. Some recommendation for the textbook designers, teachers, material developer were raised to make up the shortcomings of the textbooks. The findings reveal that the conversation texts in Sunrise textbooks are not meeting the systematic standard of pragmatic competence the English language learners and the book designer must be recommended to be aware of those shortcomings of the textbook series if they are required to develop their speaking skills in both student and activity series. The implications of this paper can be helpful in comparing the results of this study with other similar studies to check if there is a universal pattern in performing the speech acts and language functions and the interest to Kimberley Education for Life learners in increasing their knowledge of pragmatics in general and the role of language functions and speech acts investigated in this study.
Keywords
EFL; language functions; speech acts; teacher’s perception; textbook evaluation
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
