A FUNCTIONAL ANALYSIS OF THE DIALOGUES IN THE NEW INTERCHANGE INTRO TEXTBOOK

Abstract

This study investigates language functions in the New Interchange Intro textbook. It is observed that more difficult 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 difficulty 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.