A dimensão de uso da gramática (pragmalinguística) em um livro didático para ensino-aprendizagem de inglês como língua estrangeira
Resumen
The aim of this work is to verify if and to what extent the pragmatic aspects of
grammar (pragmalinguistics) are covered in some units of an English Language
Teaching textbook used in Brazil. We also aim to delineate the role of grammar in
this material and, based on the analyzed units, present reflections on the possibilities
of contributing to the teaching-learning of pragmalinguistics. We consider the
proposal of the material as we verify the activities according to theories that approach
grammar as a skill (BATSTONE, 1994 and LARSEN-FREEMAN, 2003), pragmatics
(KASPER and ROSE, 2001) and principled materials development (TOMLINSON,
2010, HARWOOD, 2010). It is observed that the present textbook does not approach
pragmalinguistics. Instead, it focuses on grammar as product. Due to this factor,
learners are not presented with opportunities to reflect upon language usage.