英文摘要 |
This study investigated the explicit treatments of pragmatic information, discourse markers, and speech acts in two sets of Chinese language textbooks: New Practical Audio Visual Chinese and Far East Everyday Chinese. Results have shown that both sets of textbooks covered a handful pragmatic information regarding genre, social norms and knowledge. Secondly, a few discourse markers were introduced with restricted emotional functions. Finally, speech acts were only presented in texts without explicit instructions or explanation concerning related contextual information. The implication of the findings was discussed in terms of textbooks developing in the future to advance learners’ability in this regard. |