Abstract
This study aims at analyzing the conversation sections of Top Notch Fundamental textbooks from the pragmatic dimension of language functions and speech acts. For this purpose, 14 conversations from the entire 14 units of the books were selected randomly and the two pragmatic models of Halliday’s (1978) language functions and Searle’s (1976) speech acts were applied. The results indicated that the conversations in these newly-arrived textbooks are not pragmatically efficacious and functional. Finally, some implications for teachers, material developers, and textbook designers were proposed.
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