Прагматика межкультурной коммуникации в англоязычных учебниках

The study investigates how intercultural communication is pragmatically represented in English (EFL) as a foreign language coursebooks used in secondary schools with special attention to the linguistic resources through which cultural meaning is constructed. Drawing on theories of intercultural pragmatics and discourse analysis, the study examines how speech acts, politeness strategies and interactional norms are presented in the selected coursebooks. The analysis focuses on the extent to which the materials included in the coursebooks reflect on cultural variety and intercultural processes or whether the selected coursebooks promote native-speaker-centric, homogenous models of communication. In case of the latter, the study argues that these representations may limit learners’ intercultural pragmatic competence. The study discusses implications for the linguistic design of EFL coursebooks and emphasizes the importance of integrating intercultural pragmatics in coursebook design and development