Pragmatic Input in Algerian EFL Textbooks: The Treatment of Suggestions in Secondary Education Year Two Textbook

Abstract

Abstract: The aim of the present study is to evaluate the pragmatic input presented in Secondary Education Year Two textbook (SE2) “Getting Through”. The study sheds light on how suggestions are presented in course book lessons and tasks, and which strategies are employed to perform this speech act. A content analysis is conducted for the purpose of exploring the types of suggestions taught to students. Results from this study show that the speech act of suggesting has received less attention in the textbook; it is present in 2.07 % of the pages of the student course book. The textbook does not include explicit information about appropriateness as well as the variables of status, power and social distance between interlocutors. The findings of this study have important implications for EFL textbook-designers and teachers alike. Keywords: Textbook input; Suggestions; Pragmatic competence