The pragmatics of thanking reflected in the textbooks for teaching Spanish as a foreign language

Developing Pragmatic Competence Using EFL Textbooks: Focus on Requests

“…Previous research on foreign and second language textbooks has focused on a range of speech acts and discourse features, including apologies ( [22]), requests ( [1], [22], [23], [24]), complaints/ commiserations ( [4], [22]), thanking ( [25]), questionanswer sequences ( [3]) and closings ( [2]). Such research has brought forward three main areas of criticism of textbook treatments of speech acts and discourse features.…”

“…Textbook research has also highlighted inadequate representations of pragmatic conventions on both the pragmalinguistic and sociopragmatic levels (cf., [1], [4], [3], [25], [5]). Indeed, in a recent publication, De Pablos-Ortega for instance, suggests the need for a "more uniformed and varied representation of thanking situations" [25].…”

“…Indeed, in a recent publication, De Pablos-Ortega for instance, suggests the need for a "more uniformed and varied representation of thanking situations" [25].…”

The Pragmatics of Requesting in the Canadian Workplace: A Comparative Investigation of Requests Presented in Workplace ESL Textbooks and Oral Discourse Completion Task Responses

“…Bardovi-Harlig, Mossman & Vellenga, 2015) or discourse completion tasks (e.g. Pablos-Ortega, 2011) to identify discrepancies between the pragmalinguistic forms used by native speakers and what is presented in teaching materials. As stated by Bardovi-Harlig (2017), inauthentic teaching materials and limited theoretical support for curricular development continue to be current issues in instructed L2 pragmatics research.…”

“…Previous studies have focused on various speech acts to reveal significant discrepancies between these different sources of pragmatic input (e.g. Pablos-Ortega, 2011;Schauer & Adolphs, 2006;Williams, 1988). In light of these findings, it may be suggested that the pragmalinguistic forms seen in teaching materials used in second or foreign language learning contexts often do not reflect what native speakers would say (Vellenga, 2004).…”