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Recent decades have witnessed main shifts in our understanding of knowledge about language learning and teaching, which have resulted in a new concentrate in the way the languages are learned and taught. One of the most consequential incentives behind this shift of focus has been considered to be the major departure from earlier theoretical frameworks toward a more communicative point of view, which regards language more than an isolated set of grammatical rules. In parallel with this paradigm shift, education policy passed through a drastic change, as well. As Galvin (2003) states, individuals came to realize the need to be educated and learn different languages to take advantage of the opportunities available in today’s fast-paced world. For the L2 learner, a significant amount of time is spent pondering how exams will be structured and contemplating which grammatical features will be ABSTRACT

A Survey of High Schools English Textbooks in Terms of Using Varying Types of Speech Acts