Evaluating pragmatic information in Algerian EFL textbooks : the case of 'my book of English, year three'

Abstract EN

The aim of the present study is to evaluate the pragmatic content in 'My Book of English, Year Three' used to teach English in Algerian middle schools.

On the positive side, pragmatic-relevant information figured in 25.

16% of the total page number.

A number of speech acts were explicitly mentioned and practised.

Moreover, metapragmatic discussions made reference to appropriateness, register, and the interlocutor's status.

Metalanguage was presented by means of pronominal use in lieu of imperative directives.

Nevertheless, most of speech acts appeared in conspicuous ence of adequate metapragmatic and sociopragmatic discussions.

Besides, the textbook tended to establish one-to-one correspondence between forms and functions, on one hand, and provide a limited range of linguistic options, on the other hand.