The Representation of Speech Acts Strategies in The Iraqi English Curriculum for Preparatory School

抄録

The study investigates the different types of speech acts represented in Iraqi English curriculum for preparatory schools. It aims at identifying speech acts strategies included in 4^th, 5^th and 6^th textbooks of Iraqi preparatory school and assessing EFL teachers' awareness of these strategies. Data collection were gathered from two types of sources, namely an Iraqi English curriculum for preparatory school, and a self-reported questionnaire which has been conducted with 30 participants of Iraqi EFL teachers to assess their perception of the role of speech acts strategies. Speech acts strategies are identified and classified into their different types according to Searle's taxonomy of speech acts (1979). The study results in different and unique findings in that none of the studies conducted previously examine the speech acts strategies and assess EFL teachers’ perception of these strategies in Iraqi context, particularly in preparatory school. The results revealed that various types of speech acts are observed and identified in Iraqi English Textbooks for preparatory schools. The types varied according to the grade, 4th, 5th and 6th. The dominant strategies in the textbooks of grades 4th and 6th are the assertives, while the directives are the most frequent strategies identified in the textbook of grade 5th. Further, the findings show that although most Iraqi EFL teachers are aware of the importance of teaching speech act strategies for the development of learners’ communicative competence, these strategies are not taught in Iraqi classrooms.