A comparative sociopragmatic analysis of the dialogues in Turkish and Azerbaijani B1-B2 EFL textbooks

Yıl 2020, Cilt: 16 Sayı: 3, 1500 - 1522, 01.10.2020

Isgandar Bababaylı Nalan Kızıltan

https://doi.org/10.17263/jlls.803869

Öz

Different communities assess social distance, social power, rights and obligations, and degree of imposition used in specific speech acts differently. As a result of this difference, foreign language learners are likely to make sociopragmatic failure. This kind of failure is harder to correct because of the learners’ justifiable sensitivity in social (or political, religious, and moral) matters. Nevertheless, the research has proven the effectiveness of instruction on development of learners’ awareness of sociopragmatic aspects of language use. However, there is almost no investigation on the representation of sociopragmatic variables in second or foreign language textbooks. Considering that textbooks are essential for providing input for the learners in development of their sociopragmatic competence, we compared EFL textbooks designed for and employed in public schools of Turkey with those designed for and employed in public schools of Azerbaijan, to evaluate how sociopragmatic and related variables have been addressed in dialogues present in these textbooks. The results of the investigation revealed that there are some significant differences between Turkish and Azerbaijani textbooks regarding representation of speech acts, vertical distance, and strength of socially defined rights and obligations. These differences, on the other hand, can be accounted for by the inadequate representation of speech situations. By this study, we aspired to draw textbook writers’ attention to such inadequacies elimination of which may result in sociopragmatically more adequate textbooks, and attract second- or foreign language teachers and learners’ attention on the significance of sociopragmatic competence for appropriate language use.

Anahtar Kelimeler

competence, cross-culture, EFL; politeness; sociopragmatics; textbooks

Kaynakça

• Achiba, M. (2003). Learning to request in a second language: A study of child interlanguage pragmatics. Clevedon, England: Multilingual Matters.
• Akdağ, E., Baydar Ertopcu, F., Kaya, T., Umur Özadalı, S., & Uyanık
• Bektaş, K. (2018). Secondary education silver lining 11 student’s book. 1st edn. Edited by Kenan Dikilitaş. Ankara, Turkey: MEB.
• Aslanova, G., Quliyeva, Q., & Rüstəmova, X. (2018). English 11 student’s book. Edited by Nailə Bağırova. Baku, Azerbaijan: Kövsər.
• August, K. J., & Rook, K. S. (2013). Social relationships. In M.D. Gellman & J.R. Turner (Eds.), Encyclopedia of behavioral medicine (pp. 1838-1842). New York, USA: Springer-Verlag New York Inc.
• Bardovi-Harlig, K. (1996). Pragmatics and Language Teaching: Bringing Pragmatics and Pedagogy Together. In L.F. Bouton (Ed.), Monograph Series: Vol. 7. Pragmatics and Language Learning (pp. 21-39). Illinois: English as an International Language, University of Illinois at Urbana-Champaign.
• Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49, 677–713.
• Bardovi-Harlig, K. (2000). Pragmatics and second language acquisition. In R.B. Kaplan (Ed.) Oxford Handbook of Applied Linguistics (pp. 182–192). Oxford, UK: Oxford University Press.
• Bardovi-Harlig, K. (2015). Operationalizing conversation in studies of instructional effect in L2 pragmatics. System, 48, 21-34.
• Bardovi‐Harlig, K. (2019). Teaching of Pragmatics. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Hoboken, NJ: Wiley Blackwell.
• Bardovi-Harlig, K. (2020). Pedagogical linguistics: A view from L2 pragmatics. Pedagogical Linguistics, 1(1), 44-65.
• Bardovi-Harlig, K., & Hartford, B. S. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic change. Studies in Second Language Acquisition, 15(3), 279-304.
• Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam, Netherlands: John Benjamins.
• Blum-Kulka, S., & Olshtain, E. (1984). Requests and apologies: A cross-cultural study of speech act realization patterns (CCSARP). Applied linguistics, 5(3), 196-213.
• Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press. Celce‐Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL quarterly, 25(3), 459-480.
• Cenoz, J. (2008). The acquisition of pragmatic competence and multilingualism in foreign language contexts. In E. Alcon Soler & M. P. Safont Jorda (Eds.), Intercultural language use and language learning (pp. 123-140). Dordrecht, Netherlands: Springer.
• Cohen, A. D., & Ishihara, N. (2013). Pragmatics. In B. Tomlinson (Ed.), Applied linguistics and materials development (pp. 113–126). London, England: Bloomsbury Academic.
• Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge, UK: Cambridge University Press.
• Demir, E., Çimen, F., Çokçalışkan, A., Fındıkçı, G., & Taşkıran Tigin, B. (2018). Secondary education student’s book count me in 12th grade. 1st edn. Edited by Şevki Kömür. Ankara, Turkey: MEB.
• Economidou-Kogetsidis, M. (2010). Cross-cultural and situational variation in requesting behaviour: Perceptions of social situations and strategic usage of request patterns. Journal of pragmatics, 42(8), 2262-2281.
• Eisenchlas, S. A. (2011). On-line interactions as a resource to raise pragmatic awareness. Journal of Pragmatics, 43, 51–61.
• Ellis, R. (1992). Learning to communicate in the classroom: A study of two language learners' requests. Studies in second language acquisition, 14(1), 1-23.
• Félix-Brasdefer, J. C. (2010). Data collection methods in speech act performance. Speech act performance: Theoretical, empirical and methodological issues, 26, 41-56.
• Fukushima, S. (2000). Requests and culture: politeness in British English and Japanese. Bern, Switzerland: Peter Lang.
• Genç Karataş, Ç. (2018). Ortaöğretim İngilizce 10 ders kitabı [Secondary education English 10 textbook]. Ankara, Turkey: Gizem Yayıncılık.
• Grunebaum, J. O. (1993). Friendship, morality, and special obligation. American Philosophical Quarterly, 30(1), 51-61.
• Harlow, L. L. (1990). Do they mean what they say? Sociopragmatic competence and second language learners. The Modern Language Journal, 74(3), 328-351.
• Hymes, D. (1972). On communicative competence. Sociolinguistics, 269293, 269-293.
• Ishihara, N. (2010). Instructional pragmatics: Bridging teaching, research, and teacher education. Language and Linguistics Compass, 4(10), 938-953.
• Jiang, X. (2006). Suggestions: What should ESL students know? System, 34(1), 36-54.
• Kasper, G. (2006). Speech acts in interaction: Towards discursive pragmatics. Pragmatics and language learning, 11, 281-314.
• Kasper, G., & Dahl, M. (1991). Research methods in interlanguage pragmatics. Studies in second language acquisition, 13(2), 215-247.
• Kasper, G., & Roever, C. (2005). Pragmatics in second language learning. In E. Heinkel (Ed.), Handbook of research in second language teaching and learning (pp. 341-358). Mahwah, NJ: Lawrence Erlbaum.
• Kasper, G., & Rose, K. R. (2001). Pragmatics in language teaching. In K. R. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching (pp. 1-10). Cambridge, UK: Cambridge University Press.
• Kasper, G. & Rose, K. R. (2002). Pragmatic Development in a Second Language. Oxford: Blackwell.
• Leech, G. N. (1983). Principles of pragmatics. London, England: Longman.
• Leech, G. N. (2007). Politeness: is there an East-West divide? Journal of Politeness research, 3(2), 167-206.
• Leech, G. N. (2014). The pragmatics of politeness. New York, USA: Oxford University Press.
• Martínez-Flor, A. (2005). A theoretical review of the speech act of suggesting: Towards a taxonomy for its use in FLT. Revista alicantina de estudios ingleses, 18, 167-187.
• McAllister, P. G. (2015). Speech acts: a synchronic perspective. In K. Aijmer & C. Rühlemann (Eds.), Corpus pragmatics: A handbook (pp. 29-51). Cambdridge, UK: Cambridge University Press.
• Nelkin, D. K. (2015). Friendship, Freedom, and Special Obligations. In A. Buckareff, C. Moya & S. Rosell (Eds.). Agency, Freedom, and Moral Responsibility (pp. 226-250). London, UK: Palgrave Macmillan.
• Placencia, M. E., & Reiter, R. M. (2005). Spanish pragmatics. Palgrave Macmillan.
• Quliyeva, Q., & Rüstəmova, X. (2016). English 9 student’s book. Edited by Nailə Bağırova. Baku, Azerbaijan: Kövsər.
• Quliyeva, Q., & Rüstəmova, X. (2018). English 10 student’s book. Edited by Nailə Bağırova. Baku, Azerbaijan: Kövsər.
• Richards, J. C. (2005). Communicative language teaching today. New York, USA: Cambridge University Press.
• Rintell, E. (1979). Getting your speech act together: The pragmatic ability of second language learners. Working Papers on Bilingualism Toronto, 17, 97-106.
• Rose, K. R. (1992). Speech acts and questionnaires: The effect of hearer response. Journal of pragmatics, 17(1), 49-62.
• Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399.
• Rutherford, W. E. (1987). Second language grammar: Learning and teaching. New York, USA: Longman.
• Schauer, G. A. (2007). Finding the right words in the study abroad context: The development of German learners' use of external modifiers in English. Intercultural Pragmatics, 4(2), 193-220.
• Searle, J. R. (1976). A classification of illocutionary acts. Language in society, 5(1), 1-23.
• Searle, J. R. (1979). Expression and meaning: Studies in the theory of speech acts. New York, USA: Cambridge University Press.
• Sykes, J. M. (2013). Multiuser virtual environments: Learner apologies in Spanish. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 71–100). Philadelphia, PA: John Benjamins.
• Thomas, J. (1983). Cross-cultural pragmatic failure. Applied linguistics, 4(2), 91-112.
• Timmis, I. (2015). Humanising coursebook dialogues. Innovation in Language Learning and Teaching, 10(2), 144-153.
• Trosborg, A. (1995). Interlanguage pragmatics. Requests, complaints and apologies. Berlin, Germany: Mouton de Gruyter.
• Van Compernolle, R. A. (2011). Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study. Journal of pragmatics, 43(13), 3267-3283.
• Vasquez, C., & Sharpless, D. (2009). The role of pragmatics in the master's TESOL curriculum: Findings from a nationwide survey. Tesol Quarterly, 43(1), 5-28.
• Vellenga, H. (2004). Learning pragmatics from ESL & EFL textbooks: How likely? Tesl-Ej, 8(2), 1-18.
• Wolfson, N. (1981). Invitations, compliments and the competence of the native speaker. International Journal of Psycholinguistics, International journal of Psycholinguistics, 8(4), 7-22.
• Yıldız Ekin, M. T. (2013). Do current EFL coursebooks work for the development of L2 pragmatic competence? The case of suggestions. Procedia-Social and Behavioral Sciences, 93, 1306-1310.