Zahra Ghobadi Asl - Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Hossein Shiahpoosh - Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Havad Khodadoust - Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran

In Iran as an EFL context, learners don’t have enough access to have much exposure to authentic input or don’thave the opportunity to acquire English pragmatic, so learners need to be taught and developed ways for learningdifferent aspect of speech acts. Due to improvement in many aspects of science and technology, text books still serveas the most common educational tool in classroom content. The present study as a descriptive one aimed to explorethe frequency of pragmatic content occurrence of speech acts according to Searle’s five classifications ofCommissives, Expressives, Assertives, Directives, and Declarations in Interchange Intro 5th English LanguageTeaching (ELT) textbook. For this purpose, content analysis of the dialogues was performed to examine speech actinformation. In this book 16 conversations were investigated from pragmatic point. After analyzing the speech actsof conversation part, it was revealed that Interchange Intro text book consisted of five speech act parts; assertive,expressive, commissive and directive, but the lack of declarative part was clear in this book.

text book, speech acts, pragmatic, pragmatic competence