在英语逐渐成为国际通用语的背景下，对于英语语言学习者来说，掌握一定的语言交际能力,合理有效地达到成功交流的目标，是十分重要的。其中，语用能力作为语言交际能力的一种，体现了语言使用者在不同社会情境下合理恰当运用语言进行交际的素养。但实际上，大部分语言学习者在真实情景中进行语言交际时，都会遇到语用内容上的障碍，面临交际是否得体的问题。教材作为学习者语言学习的重要资源，可以在一定程度上提供语用输入以提高学习者的语用能力，增强其对言语行为等语用信息的感知程度及语用意识。此外，《普通高中英语课程标准（2017年版）》指出，学习和掌握一定的语用知识有利于提升高中学生有效运用英语的能力和灵活的应变能力。该标准对教材中的语用知识内容提出具体要求。纵观已有研究成果，对教材中的语用知识探究尚且不足。本文从语用学视角出发，以言语行为信息中的四种言语行为拒绝、请求、道歉与建议为例，对北京师范大学出版社2019年出版的高中英语必修及选择性必修共七本教材中出现的言语行为信息比重及具体呈现策略进行探究，以图表等形式呈现数据并展开量化数据和质性数据的分析。本研究采用Searle对言语行为的分类方法以及四种前人的研究框架，探究拒绝、请求、道歉与建议四种言语行为在教材中的呈现频率、趋势与具体呈现策略。

研究结果表明，四种言语行为在教材中存在分布不均衡的问题，其中，以建议这一言语行为的呈现频率为最高，而其他三种的呈现频率相对偏低，道歉为四种言语行为中呈现频率最低的言语行为。拒绝与道歉两种言语行为在教材中的分布呈现略为下降的趋势。此外，言语行为的呈现方式缺乏多样性，多以直接性表达为主，不利于培养学生在实际情境中合理使用语言进行交际的语用能力。综上所述，教材在语用知识呈现、语用能力培养方面仍存在不足。本研究可以为教材开发者提供一定借鉴意义，即在英语教材编写过程中需注意均衡语用知识呈现的频率与具体策略；英语教师应辨别教材中的语用知识，认识到其呈现上的不足，根据实际教学需要对教授语用知识进行一定调整补充，达到培养学生语用意识与能力的教学目的。

As English becomes more and more a lingua franca in different parts of the world, learners’ communicative competence of using language effectively and appropriately to achieve successful interaction is regarded as essential and crucial. As one of the components, pragmatic competence plays an important role in the proper use of language in different social contexts. However, it is widely assumed that most learners have trouble with the appropriateness of language use and often encounter certain pragmatic barriers in communication. Being the support for instructors and learners, textbooks could provide pragmatic-focused materials to enhance learners’ perception, awareness and capacity of pragmatic content such as speech acts. Additionally, English Curriculum Standards for Senior High School (2017 Edition) has claimed that learning pragmatic knowledge is beneficial to improve learners’ ability to use English effectively. In this book, requirements of pragmatic content in textbooks are put forward. Taking existing studies in this field into consideration, there is still not enough research on the evaluation of pragmatic content involved in English textbooks, especially in China. To fill the gap, this study aims at investigating the pragmatic content in seven volumes of English language teaching textbooks for senior high school published by Beijing Normal University Press in 2019. The frequency of four speech acts represented as refusal, request, apology and suggestion, as well as specific realization strategies in textbooks are identified and collected in tables and figures, which would be analyzed quantitatively and qualitatively by adopting Searle’s taxonomy of speech act as well as four frameworks.

Results indicate that there is an unequal distribution of speech acts presented in textbooks with suggestion having the highest frequency while apology being the least. With grades growing, the respective distribution of refusal and apology suffers from a slightly decreasing tendency. Additionally, there is a lack of variety of realization strategies performed by speech acts. The directness of strategies overrates indirectness, which would be regarded as a weakness without effectively cultivating learners’ pragmatic capacity in different social situations. To sum up, textbooks researched in this study suffer from an insufficiency in presenting pragmatic content to cultivate learners’ pragmatic competence. There are pedagogical implications for material developers to pay attention to an equal proportion of speech acts and strategies when compiling textbooks. English teachers are expected to distinguish pragmatic content in textbooks, find out the weaknesses of its presentation and provide supplementary sources in order to satisfy specific needs, by which the teaching goals of cultivating learners’ pragmatic awareness and competence would be fulfilled.