Pragmatic Competence through Speech Acts: An Evaluation of Secondary English Textbooks in Pakistan

Abstract

This paper critically analyses the distribution and pedagogical role of speech acts in English textbooks for grades 9 and 10 in Punjab, Pakistan. Based on Searle's Speech Act Theory, the study classifies speech acts-assertives, directives, commissives, expressives, and declaratives-and assesses their incidence and implications for the development of pragmatic competence. Findings reveal a disproportionate emphasis on assertives and directives, with a scarcity of commissives, expressives, and declaratives, potentially hindering students' ability to navigate interactive and contextually sensitive communication. The study suggests that a more balanced representation of speech acts could enhance students' pragmatic readiness for real-world communication. Recommendations are provided for curriculum development to support effective ESL learning. Future research directions include comparative studies and pragmatic curriculum reforms.