Abstract
More and more researchers in ESL/EFL acquisition are convinced that successful language acquisition involves not only linguistic accuracy, but also pragmatic fluency. It is believed that the teaching of speech acts and sequences can help second language learners master the pragmatic usages and enable them to carry on smooth communication with native speakers.This study aims to explore the teaching of four speech acts and sequences (giving / responding to compliments, making / responding to requests, giving / responding to apologies, as well as giving agreements and disagreements) in three series of high-school textbooks (Far East, Lung Teng, and Nan I) used in Taiwan. The data is categorized into different speech acts, which are scrutinized in the following two respects. First, the elements and structures of each speech act and sequence are examined to see if the textbook designers have covered enough information for students to learn. Second, a close examination is made on the cross-cultural aspect to determine if Chinese learners are taught to be aware of the differences between Chinese and English pragmatic usages on speech act sequences and responses. The strengths and weaknesses of the three series of high-school textbooks in terms of the teaching of speech acts are proposed according to the two investigations above. The findings of this study reveal that all three series of high-school English textbooks strived to cover all the patterns and responses of four speech acts, with different focus and proportions on each of the four speech acts. However, to present the diversity of speech act patterns and responses in limited space of conversation restricted the opportunities for students to practice each type of speech acts in a more meaningful context. Moreover, all three series of textbooks have the tendency of presenting the Western uses of speech act without explanations, which may cause students problems of distinguishing the differences between Western and Chinese uses of speech acts. Lastly, all three series of textbooks mostly provide context description before each conversation, but some of them are too brief that might hinder students’ comprehension toward the specific use of speech act patterns in diverse situations. In addition, the majority of conversation situations occurs between friends and acquaintances and therefore might confine students’ learning on other conversation situations, such as those between people of unequal status.