Evaluation of Interactional Metadiscourse in EFL Textbooks

Abstract

Textbook evaluation plays a pivotal role in English as a foreign language (EFL) context, and these evaluations are normally conducted from different approaches. One of the approaches is the investigation of metadiscourse (MD) markers in textbooks which claim to be interactive. The current study intends to build on the existing knowledge on MD by examining the specificities in the use of MD markers in two commonly used EFL textbooks in Iran, namely, Top-Notch and ILI series against Hyland's (2004) model of interactional metadiscourse, making up hedges, boosters, attitude markers, engagement markers, and self-mentions. The Top-Notch series includes 29 short communication-facilitation (Rivers, 1981) dialogues while the ILI series contains 24 long grammar-demonstration dialogues. The two textbook series were found especially appropriate for this study as they resort to two different approaches to the presentation of dialogues. The descriptive analysis of the use of metadiscourse types, revealed that all categories of interactional metadiscourse are used in both textbooks. However among the different categories of interactional MD, engagement markers seem to enjoy the highest frequency of use in the ILI series and self-mentions dominate in the Top-Notch series. The findings have implications for teachers to select adequate textbook which facilitates communication in language program.

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