A Sociolinguistic Evaluation of English File: Pragmatic Representations of Language Variation in EFL Textbooks

Abstract

This study aims to evaluate the representation of sociolinguistic variation and pragmatic strategies in English File Intermediate (Third Edition), a widely used textbook for teaching English as a foreign language (EFL). Although textbooks play a crucial role in shaping learners’ awareness of language use, few studies have critically examined how such materials portray linguistic diversity and pragmatic competence. Employing a descriptive qualitative design, this study conducted content analysis of dialogues, communicative exercises, and reading texts across selected units of the textbook. The findings reveal that while the textbook presents communicative tasks embedded in everyday contexts, its representation of language variation remains largely restricted to standardized British English. Dialectal diversity, social registers, and broader cultural contexts are underrepresented. Pragmatic strategies, such as indirect speech acts and politeness, are present but insufficiently contextualized to foster learners’ pragmatic awareness. These results highlight the need for more reflective and intercultural approaches in EFL materials to support not only linguistic competence but also pragmatic and intercultural competence in cross-cultural communication