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This study focused on analyzing the utterances in each dialogue embedded in the Chinese as Foreign Language (CFL) textbooks entitled “Happy Chinese.” These books are used in Philippine public high schools under the Special Program for Foreign Language - Mandarin. This study utilized the mixed-methods research design and Jakobson's communicative language function model in the analysis and interpretation of quantitative and qualitative data. The results showed that language functions are not equally and fairly distributed in every textbook. The results of this study revealed that in Textbooks 1 and 2, the most observed language function is referential, while in Textbook 3, the most observed language function is phatic. It is observed in all three textbooks that metalinguistic and poetic functions are less frequent. Thus, these textbooks in terms of their communicative ability do not provide comprehensive support for all the six (6) language functions. Hence, the study recommends textbook developers to consider communicative language function as mean to evaluate CFL and other foreign language learning textbooks. Lastly, the results of this study will provide valuable input to the Department of Education, the Philippines in enhancing and improving the instructional materials being used in the implementation of Chinese Mandarin as a foreign language program.

A Communicative Analysis of Language Functions in the Chinese as a Foreign Language (CFL) Textbooks: The Case of Happy Chinese