This article examines the stylistic, pragmatic, and cultural dimensions of set expressions and clichés presented in English language textbooks designed for learners. Using a qualitative content analysis, approximately 250 expressions were extracted from 13 widely used textbooks at levels A2 to B2. The study categorizes expressions by type, function, register, and cultural reference, with a particular focus on how they are framed in model dialogues, reading texts, and writing samples. The findings reveal a strong reliance on predictable and widely taught formulaic expressions, especially academic and conversational clichés. Register distinctions are rarely made explicit, and idiomatic or culturally diverse expressions appear infrequently and are often decontextualized. Most expressions reflect standardized Anglophone discourse norms, with minimal inclusion of local or global English varieties. While these expressions offer structural support for learners, they may also restrict stylistic development and pragmatic flexibility. The study highlights the need for ELT materials to include more varied, register-aware, and culturally inclusive expressions to support stylistic competence in global communication contexts.
| Mualliflar | Салимбоева, Диёрахон, Сатибалдиев, Эркинжон |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-06-08 |
| Jild | 5 |
| Son | 1 |
| Betlar | 401-410 |
| Til | Ingliz |
Формульный язык, клише, учебники английского языка, стилистическая компетенция, прагматическая осведомленность, регистр, англицизация, культурный дискурс, учебный материал, преподавание английского, Formulaic language, clichés, English language textbooks, stylistic competence, pragmatic awareness, register, Englishization, cultural discourse, learner input, ELT
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