A Content Analysis of Speech Acts in 'Action Pack 6 ' and Their Appropriateness: تحليل لمحتوى أفعال الكلام في كتاب الصف السادس 'Action Pack 6' ومدى ملاءمتها

Thekrayat Ali Subaihat Thekrayat Ali Subaihat

doi:10.26389/ajsrp.d050120

Abstract

This study is concerned with the content analysis of speech acts in Action Pack 6. The purpose of this study is to find out the extent to which the speech acts of apology, compliment, greeting, request, and thanking are included in Action Pack 6, and to find out the extent to which the speech acts of apology, compliment, greeting, request, and thanking are appropriate to students' level, age, and interests. The researcher noticed that there was an imbalance in the provision of the speech acts in Action Pack 6, based on the fact that pragmatic competence is one of the vital aspects of communicative competence. Additionally, it would have been valuable if students were provided opportunities to interact with native speakers of English.

Highlights

Foreign language (FL) classrooms have been considered as poor input environments for developing pragmatic ability in a Target Language (TL); compared to real interaction outside the classroom, classroom discourse is functionally and formally limited for the achievement of this goal
Purpose of the study This study aimed to analyze the Student's Book of Action Pack 6 of grade six, as a main textbook used for teaching English as foreign language in the public schools of Jordan in the academic year 2017/2018 to find out the extent to which the speech acts of apology, compliment, greeting, request, and thanking are included by the teachers and students in Action Pack 6, and to find out the extent to which the speech acts of apology, compliment, greeting, request, and thanking are appropriate to students' level, age, and interests
Results and Discussion of the First Question: Table (2) below presents the frequencies and percentages of the speech acts Under Study and their inclusion in Action Pack 6

Summary

Introduction

Foreign language (FL) classrooms have been considered as poor input environments for developing pragmatic ability in a Target Language (TL); compared to real interaction outside the classroom, classroom discourse is functionally and formally limited for the achievement of this goal. This fact is associated with the ways in which the classrooms are organized to enable or prevent the acquisition of the TL pragmatics (Rueda, 2006). Significant to the type of input available is the input provided by the instructor

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Conclusion