Alavi Moghaddam, S. B., Kheirabadi, R., Ananisarab, M., Forozandeh Shahraki, E., Khadir Sharabian, S. & Ghorbani, N. (2015). English for schools, Prospect 1: Student book, Junior secondary program. Tehran: Iran's Textbook Publishing Company.
Alavi Moghaddam, S. B., Kheirabadi, R., Forozandeh Shahraki, E., Khadir Sharabian, S., & Nikoopoor, J. (2015). English for schools, Prospect 2: Student book, Junior secondary program. Tehran: Iran's Textbook Publishing Company.
Alavi Moghaddam, S. B., Kheirabadi, R., Rahimi, M., & Alavi, M. (2016). English for schools, Prospect 3: Student book, Junior secondary program. Tehran: Iran's Textbook Publishing Company.
Alavi Moghaddam, S. B., Kheirabadi, R., Rahimi, M., & Davari, H. (2016). English for schools, Vision 1: Student book. Tehran: Iran's Textbook Publishing Company.
Alavi Moghaddam, S. B., Kheirabadi, R., Rahimi, M., & Davari, H. (2017). English for schools, Vision 2: Student book. Tehran: Iran's Textbook Publishing Company.
Alavi Moghaddam, S. B., Kheirabadi, R., Rahimi, M., & Davari, H. (2018). English for schools, Vision 3: Student book. Tehran: Iran's Textbook Publishing Company.
Ansary, H., & Babai, E. (2002). Universal characteristics of EFL/ESL textbook: A step toward systematic Textbook evaluation. The Internet TESL Journal, 8(2), 6-12.
Austin, J. L. (1962). How to do things with words. London: Oxford University Press.
Azizifar, A., Koosha, M., & Lotfi, A. R. (2010). An analytical evaluation of Iranian high school ELT textbooks from 1970 to the present. Procedia Social and Behavioral Sciences, 3, 36-44.
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bardovi-Harlig, K. (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In L. F. Bouton (Ed.) Pragmatics and language learning (pp. 21-39). Urbana, IL: University of Illinois.
Brown, R., & Levinson, S. C. (1987). Universals in language usage: Politeness phenomena. Strategies in social interaction. Cambridge: Cambridge University.
Crystal, D., & Davy, D. (1975). Advanced conversational English. London: Longman.
Dabbagh, A., & Safaei, A. (2019). Comparative textbook evaluation: Representation of learning objectives in locally and internationally published ELT textbooks. Issues in Language Teaching, 8(1), 249-277.
Edmondson, W. (1977). A pedagogic grammar of the English verb: A handbook for the German secondary teacher of English. Tübingen: Narr.
Gholami, J. (2015). Is there room for pragmatic knowledge in English books in Iranian high schools?, English Language Teaching, 8(4), 39-51.
Halliday, M. A. K. (1974). Language and social man. London: Longman.
Halliday, M. A. K. (1978). Language as social semiotics: The social interpretation of language and meaning. London: London Edward Arnold
Holmes, J. (2000). Politeness, power and provocation: How humor functions in the workplace. Discourse Studies, 2(2), 159-85.
House, J., & Kasper, G. (1981). Politeness markers in English and German. In F. Coulmas (Ed.), Conversational routine (pp. 157-186). Berlin: De Gruyter Mouton.
Huang, Y., Geng, X., & Whinston, A. B. (2007). Network mapping services for Jaszczolt, 2002. 'Against ambiguity and under specification: Evidence from presupposition as anaphora'. Journal of Pragmatics 34(2), 829-849.
Jahangard, A. (2007). The evaluation of the EFL materials taught at Iranian public high schools. Asian EFL Journal, 9(2) 130-150.
Kasper, G., & Roever, C. (2005). Pragmatics in second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317-334). Mahwah, NJ: Lawrence Erlbaum Associates.
Kasper, G., & Rose, K. R. (2002). Theories of second language pragmatic development. Language Learning, 52(1), 13-52.
Longcope, P. (1995). The universality of face in Brown and Levinson’s politeness theory: A Japanese perspective. Working papers in educational linguistics, 11(1), 69-79.
Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press.
McConachy, T., & Hata, K. (2013). Addressing textbook representations ofpragmatics and culture. ELT Journal, 67(3), 294-301.
Moradi, A., Karbalaei, A., & Afraz, S. (2013). A textbook evaluation of speech acts and language functions in high school English textbooks (I, II and III) and Interchange series, books I, II, and III. European Online Journal of Natural and Social Sciences, 2(2),323-335.
Olshtain, E., & Cohen, A. D. (1991). Teaching speech act behavior to non-native speakers. Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle. 154-165.
Rahimi, M., & Nabilou, Z. (2009). Globalization and EFL curriculum reform in Iran: Challenges and opportunities. Journal of Technology of Education, 3,115-124.
Roohani, A., & Alipour, J. (2016). An investigation into the use of speech acts and languagefunctions in Iranian high school English textbooks. International Journal of Research Studies in Language Learning,6(3),25-33.
Razmjoo, S. A. (2007). High schools or private institutes textbooks? Which fulfills communicative language teaching principles in the Iranian context? Asian EFL Journal, 9(4). 126-140.
Salimi, E. A., & Karami, B. (2019). Pragmatic competence development: Demystifying the impact of task types and EFL students' perceptions. Issues in Language Teaching (ILT), 8(1), 279-302.
Sanie, N., & Vahid Dastjerdi, H. (2018). Greeting speech act forms in Iranian junior high school textbooks: Prospect series vs. Four Corners series. International Journal of Foreign Language Teaching & Research, 6(23), 51-68.
Searle, J. (1976). Expression and meaning. Cambridge: Cambridge University Press.
Shams, A. (2015). Speech acts and language functions found in the conversation models of Prospect 1. International Journal of Language Learning and Applied Linguistics World, 9(2), 145-155.
Shariati, M., & Chamani, F. (2010). Apology strategies in Persian. Journal of Pragmatics, 42(6), 1689-1699.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Tavakoli, F. (1995). Functional analysis of the dialogues in the Iranian senior high school English textbooks (Unpublished master's thesis). Allameh Tabataba’i University, Tehran.
Tucker, C. (1975). Evaluating beginning textbooks. English Teaching Forum,13(3),335-361.
Vellenga, H. (2004). Learning pragmatics from ESL & EFL textbooks: How likely? TESL-EJ, 8(2), 25-38.
Watts, R. J. (2003). Key topics in sociolinguistics: Politeness. Cambridge, NY: Cambridge University Press.
Wolfson, N., Marmor, T., & Jones, S. (1989). Problems in the comparison of speech acts across cultures. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.
Yule, G. (2006). The study of language. Cambridge: Cambridge University Press.
Zaferanieh, E., & Hosseini-Maasoum, S. M. (2015). Pragmatic representations in Iranian high school English textbooks. Journal of English Language Pedagogy and Practice, 8(16), 187-198.