Beyond the Basics: Elevating Pragmatics in the Uzbek High School Context

Abstract

Pragmatic competence, essential for effective communication, is increasingly emphasized in language education. Specific Background: Within the Uzbek high school context, particularly in Grades 9 and 10, textbooks are central to shaping students’ communicative abilities, yet their role in fostering pragmatic skills remains underexplored. Despite a general focus on grammar and opinion expression, there is limited investigation into how well textbooks support sociopragmatic adaptability and interactive communication. This study aims to evaluate the extent to which Grade 9 and 10 English textbooks used in Uzbekistan integrate pragmatic instruction, specifically in responding, performing speech acts, and making requests. Findings from a qualitative content analysis reveal partial integration of pragmatic elements, with strengths in formulaic opinion structures but significant gaps in contextual guidance, mitigation strategies, and interactive pragmatics. Tasks often emphasize grammatical accuracy and monologic expression over contextual adaptability and politeness strategies. The study uniquely highlights the disjunction between grammatical competence and pragmatic performance in Uzbek EFL textbooks by pinpointing the absence of tasks requiring sociocultural sensitivity and dialogic engagement. It is recommended that textbook designers incorporate pragmatics-rich activities such as role-playing, rewriting for varied audiences, and practicing indirect language use to bridge existing gaps. Doing so would align curriculum design with authentic communicative needs, enhancing students’ ability to navigate real-world social interactions appropriately and effectively.