Addressing textbook representations of pragmatics and culture

In recent years there has been growing interest in issues concerning the teaching and learning of languages for intercultural communication. As pragmatics is one domain of language use that is particularly tied up with culture, there is a need for language teachers to develop in learners an understanding of how pragmatics and culture interact. In relation to this, the specific representations concerning the relationship between pragmatics and culture which are offered in textbooks are of key importance. This article presents a number of problematic issues concerning the presentation of pragmatics in relation to culture in language textbooks, and then offers suggestions for how teachers can deal with these issues in practice