Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19109
Title: 
A functional analysis of the dialogues in the new interchange intro textbook
Authors: 
Issue Date: 
2009
Citation: 
Aryadoust, S. V. (2009). A functional analysis of the dialogues in the new interchange intro textbook. The English Teacher, 38, 30-57. Retrieved from http://journals.melta.org.my/index.php/tet/issue/view/46
Abstract: 
This study investigates language functions in the New Interchange Intro textbook. It is
observed that more diffi cult grammar structures, e.g., wh-questions, have a gradual increase
throughout the dialogues, but simple yes/no questions and statements are more pronounced
in the opening lessons. Also, declarative sentences outnumber other grammar functions,
and wh-questions rank second. Grammar structures establish three major macro-pragmatic
functions: representative, directive, and expressive. However, commissive and declaration
functions are not observed in the dialogues, which can be due to their diffi culty for new learners
to communicate these language functions. Among micros, stating greetings, requesting,
and expressing gratitude have the least frequency whereas exchanging information has the
greatest frequency. Naturally, research on language functions in English textbooks helps
teachers in selecting the best materials.
URI: 
ISSN: 
0128-7729
Website: 
Appears in Collections:Journal Articles

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