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Different communities assess social distance, social power, rights and obligations, and degree of imposition used in specific speech acts differently. As a result of this difference, foreign language learners are likely to make sociopragmatic failure. This kind of failure is harder to correct because of the learners’ justifiable sensitivity in social (or political, religious, and moral) matters. Nevertheless, the research has proven the effectiveness of instruction on development of learners’ awareness of sociopragmatic aspects of language use. However, there is almost no investigation on the representation of sociopragmatic variables in second or foreign language textbooks. Considering that textbooks are essential for providing input for the learners in development of their sociopragmatic competence, we compared EFL textbooks designed for and employed in public schools of Turkey with those designed for and employed in public schools of Azerbaijan, to evaluate how sociopragmatic and related variables have been addressed in dialogues present in these textbooks. The results of the investigation revealed that there are some significant differences between Turkish and Azerbaijani textbooks regarding representation of speech acts, vertical distance, and strength of socially defined rights and obligations. These differences, on the other hand, can be accounted for by the inadequate representation of speech situations. By this study, we aspired to draw textbook writers’ attention to such inadequacies elimination of which may result in sociopragmatically more adequate textbooks, and attract second- or foreign language teachers and learners’ attention on the significance of sociopragmatic competence for appropriate language use.

A comparative sociopragmatic analysis of the dialogues in Turkish and Azerbaijani B1-B2 EFL textbooks