Learning how to make requests in English : Pragmatic input in Swedish EFL textbooks

Abstract: English as a Foreign Language (EFL) teaching should not only aim at providing learners with the linguistic resources to communicate in English, but also develop learners’ pragmatic competence in order for them to be able to use language efficiently and appropriately for different purposes. The present study examines what pragmatic input learners receive from two Swedish EFL textbook series regarding the speech act of request. The analysis was conducted by identifying all instances of requests and all metapragmatic information about the specific speech act. In addition, the present study also focused on finding exercises that provide learners with the opportunity to practice making requests. The findings show that the two examined EFL textbook series differ in terms of which directness levels are most frequently used, and both series lack explicit information about requests that may increase students' understanding of this speech act. Moreover, request exercises are few and practicing requests is rarely the main learning objective. Consequently, teachers will need to use supplemental material and exercises in order for learners to develop their pragmatic competence in the case of requests.