Pragmatic Competence in Oral Textbook Tasks

Abstrak

Even though language users can use English in a grammatically correct way, this does not mean that it has to suit the communication situation. Communication will always be part of the bigger picture and social context. In order to be able to assess the environment with participants, the sociocultural context and purpose of communication before someone speaks is important in order to participate in successful communication. This is an important part of pragmatic competence. Like other language skills, students need guidance in acquiring them as well as types of competencies. The school library has the opportunity to contribute
to this development process. The aim of this study is to map how oral assignments in three textbooks for common English subjects contain the possibility to develop pragmatic competences. I have seen how many times the difference between the sub-components of pragmatic competence is needed. I have also  researched the type, amount, and location of met pragmatic information that is disseminated to students in this assignment. This study is based on the Common
European Framework of Reference for Languages (2001). Pragmatic competence presentation. The work has laid the foundation for quantitative analysis. Using the criteria developed for pragmatic competence and oral assignments, textbook analysis was carried out, with text analysis as part of the method. The three textbooks are, Access to English New Experience. Oral skills are listed as one of the five basic skills in The Knowledge Promise (2013). These skills are perhaps the most important when considering what skills most students will use in their lifetime. Pragmatic competence accounts for one-third of how the supervisory framework understands communicative competence. However, it may take some time before research can be made of teaching material. This study shows that
pragmatic competence has become part of the curriculum and textbooks. There is still room for improvement.