CULTURAL REPRESENTATION AND PRAGMATIC AWARENESS IN ENGLISH TEXTBOOKS USED IN UZBEKISTAN

Abstract

This paper analyses the representation of culture and the development of pragmatic awareness in English language textbooks used in Uzbekistan. As English has become a global language, teaching it effectively requires attention not only to linguistic competence but also to sociocultural and pragmatic competence. The study examines how Uzbek educational materials integrate intercultural elements and pragmatic aspects such as politeness, speech acts, and cultural norms of communication. The analysis reveals that while textbooks have improved in cultural inclusivity, they often present limited or idealized images of foreign cultures and insufficiently foster students’ awareness of pragmatic nuances in real-life communication. The paper concludes with recommendations for enhancing cultural balance and pragmatic depth in future editions of English textbooks.