The representation of speech acts and language functions in Libya Public Preparatory English textbooks
Pragmatic competence involves understanding and applying sociocultural norms in communication, which is essential for effective language use. Despite grammatical and lexical proficiency, Libyan EFL learners often face challenges in real-life communication due to limited exposure to pragmatic langu...
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| Main Authors: | , |
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| Format: | Article |
| Language: | en |
| Published: |
RSIS International
2025
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/123747/1/123747.pdf http://psasir.upm.edu.my/id/eprint/123747/ https://rsisinternational.org/journals/ijriss/Digital-Library/volume-9-issue-8/4177-4187.pdf |
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| Summary: | Pragmatic competence involves understanding and applying sociocultural norms in communication, which is
essential for effective language use. Despite grammatical and lexical proficiency, Libyan EFL learners often
face challenges in real-life communication due to limited exposure to pragmatic language use, as English
functions as a foreign language in Libya. Textbooks serve as key sources of pragmatic input, yet prior research
has largely focused on secondary-level materials, overlooking preparatory textbooks. This study investigates
the representation of speech acts and language functions in Libyan public preparatory English textbooks for
Grades 7, 8, and 9, comprising three coursebooks and three workbooks. All dialogues from these textbooks
were transcribed and compiled to reflect a range of communicative contexts and linguistic structures. Drawing
on Searle’s (1976) speech act theory and Halliday’s (1978) language function theory, a mixed-methods
approach was used. Quantitative data were obtained through systematic content analysis and analysed using
SPSS, followed by qualitative interpretation. Findings showed a disproportionate emphasis on representative
and directive speech acts, with minimal use of expressive and commissive acts and a complete absence of
declarative acts. Similarly, language functions were largely limited to representational and personal uses, while
instrumental, imaginative, and regulatory functions were scarcely represented. These imbalances may hinder
the development of learners’ pragmatic competence. The study highlights the need for curricular reform and
professional development to support the integration of a broader range of pragmatic elements. It emphasizes
aligning textbook content with real-world communicative demands to better equip Libyan students for
effective language use. |
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