摘要：The present study aimed to investigate the pedagogical applications of bimodality theory in a selection of both internationally-developed (namely, Interchange 3, American Headway 4, & Summit 1) and locally-developed ELT textbooks (namely, the English textbooks used in Iranian high schools) which are frequently and widely used in Iran. The purpose of this research was first to find out to what extent the textbooks in question follow the pedagogical applications of bimodality theory and second to see if there is any significant difference between the internationally-developed and locally-developed ELT textbooks concerning pedagogical applications of bimodality theory. To this end, the individual textbooks along with their respective teacher's editions were scrutinized closely in terms of the utilized pedagogical techniques and principles of bimodality theory. The quantitative analysis of the data revealed that pedagogical techniques and principles of bimodality theory appear to be significantly more applied in the design of the internationally-developed ELT textbooks than the locally-developed ones. Moreover, the detailed examination of the data also suggested that perhaps one of the main reasons for the inefficiency of the locally-developed ELT textbooks (i.e. the English textbooks used in Iranian high schools) is the marginality of the pedagogical techniques and principles of bimodality theory in them. Thus, in terms of the possible implications of this study, it is suggested that the locally-developed ELT textbooks under study need to be modified in order to be more in line with the pedagogical objectives of bimodality theory.
关键词：Bimodality Theory;modal principles and techniques;ELT textbooks;ELT teacher's editions
