This study investigates the alignment of Uzbek high school English textbooks with local sociocultural norms. Findings reveal a significant gap between textbook content and Uzbek communication practices, highlighting the need for cultural authenticity and explicit pragmatic instruction. The study emphasizes the importance of integrating local cultural norms, providing metapragmatic explanations, and fostering critical reflection to enhance learners' intercultural competence.  

Sociopragmatic skills, English language education, Uzbek high schools

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