Inthisstudy,theresearcherusesdocumentanalysistoexplorethecontentsofonetextbook—NewInterchange1,whichhasbeenusedinanintensiveEnglishforacademicpurposes(IEAP)programmeatPannasastraUniversityofCambodiainSiemReap(PUC-SR).Thisanalysisisaimedatexploringhowcommunicativethetextbookisinnature.Todothis,thecontents/textsinthetextbookareanalysedandgroupedinto10categories,namely:(1)askandanswerdialogue;(2)situationaldialogue;(3)communicativedialogue;(4)information-gapactivity;(5)opinion-sharingactivity;(6)reasoning-gapactivity;(7)learnerautonomy;(8)focusonmeaning;(9)thinkingskill;and(10)focusonform.Resultsshowthatthetextbookprioritises“information-gapactivity”and“opinion-sharingactivity”followedby“askandanswerdialogue”and“situationaldialogue.”Instarkcontrast,“learnerautonomy”and“thinkingskill”appearleastfrequentlyinthisbeginnertextbook.However,thetextbookisgenerallyseentobehigh-communicativeinnature,becausemixedtasks/activitiesareusedthroughoutthetextbook,sothatstudentscanbeexposedtoawiderangeofcommunicativeactivities.Moreover,thesetasks/activitiesareclaimedtobecommunicativetasktypesintheliterature.
