This study investigates whether model dialogues in currently available middle school English textbooks present appropriate pragmatic input in the realization of speech acts or communicative functions with a focus on the authenticity of the textbook dialogues. To attain this purpose, a total of 18 textbooks were scrutinized in terms of communicative functions. The results showed that many of the textbook dialogues are devoid of adequate treatment of speech acts or communicative functions. The poor representation was evident in a wide array of communicative functions such as requesting/favor-asking, thanking, inviting, encouraging, complaining, responding to complaints, expressing sympathy, expressing surprise, refusing and responding to refusals. The misrepresented functions were largely due to the lack of sensitivity to situational constraints, interlocutor variables, and/or formality. Some cases were ascribed to pragmatic transfer from the native language. This study will contribute to the improvement of the currently available textbooks so that they can provide authentic speech act input.

I. Introduction
 II. Literature Review
  1. Macro Analysis
  2. Micro Analysis
 III. Research Method
  1. Selected Materials
  2. Procedure and Data Analysis
 IV. Results
  1. Requesting/Favor-asking
  2. Thanking
  3. Inviting
  4. Encouraging
  5. Complaining and Responding to Complaints
  6. Expressing Sympathy and Expressing Surprise
  7. Multiple Problems
 V. Pedagogical Implications and Conclusion
 References
 A List of Textbooks Analyzed

• Woo-hyun Jung(Yeungnam University)