Book Review: Speech acts in English: From research to instruction and textbook development. Cambridge University Press.

Yu Hui

doi:10.54475/jlt.2025.008

Authors

Yu Hui Xi'an International Studies University https://orcid.org/0000-0003-3249-2292

DOI:

https://doi.org/10.54475/jlt.2025.008

Keywords:

speech acts, English materials, textbook development

Abstract

Developing the pragmatic competence of English as a Foreign Language (EFL) learners is one of the most challenging areas in second/foreign language (L2) acquisition (Ellis, 2013). One crucial reason is that the language input EFL learners receive is mostly from teaching materials (Andrews, 2007), which have, unfortunately, been found to be problematic in the treatment of pragmatic knowledge. As such, relevant research has found numerous problems concerning the distribution of pragmatic information in EFL textbooks, especially the unbalanced and unsystematic representation of different speech acts, and this strand of research continues. Few existing studies, however, provide practical solutions to the problems from the perspective of EFL instruction and materials development. Pérez-Hernández’s monograph puts forward a new cognitive pedagogical grammar approach and offers innovative activities and practice materials for teaching directive speech acts, with a focus on advanced Spanish EFL learners.

Author Biography

Yu Hui, Xi'an International Studies University

Yu Hui is an associate professor at Xi’an International Studies University (XISU), China. He received his Doctorate in Applied Linguistics from XISU. His research interests include English as a Foreign Language (EFL) materials, Cognitive Discourse Analysis (CODA), and EFL teaching and learning. He has published on EFL materials use, evaluation, and analysis.
Email: harryhui-xisu@hotmail.com; y.hui@xisu.edu.cn

References

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Ellis, R. (2013). The study of second language acquisition (2nd ed.). Shanghai Foreign Language Education Press.

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