Literacy development in English as a foreign language (EFL) involves teaching and learning meanings that are experiential, interpersonal and textual in nature yet curriculum guidelines and course-books foreground experiential ones over the other two. The interpersonal meanings most visibly taught are concerned with the semantics of speech functions and modality. Those related to the vast area of attitude, intensification and dialogism are less frequently explicitly taught even when they are clearly part of the semantics implicated in the course contents and part of teachers' expectations when they evaluate students’ production. All these interpersonal meanings are theorized as discourse-semantic resources in negotiation and appraisal, within Systemic-Functional Linguistics, seminally by Macken-Horarik & Martin (2003); Martin & White (2005); Hood & Martin (2007) and Martin & Rose (2007). This article traces the developmental pathway (Christie, 2012; Christie & Derewianka, 2008) of interpersonal meanings explicitly or implicitly part of the contents of three course-books widely used for teenagers at a pre-intermediate level of public instruction in Argentina. The attitudinal meanings, types of attitude, strategies to express, intensify or mitigate them and the resources to construe a textual voice are identified, analyzed and sequenced. The results strongly reveal that vast areas of interpersonal semantics are not included explicitly as course contents, and if they are, it is not always with a functional and contextual approach. These observations point to the need to develop complementary teaching materials that visibly teach these meanings, a critical step to prepare students for the increasingly complex range of interpersonal meanings students are expected to produce in their years of schooling.

英语作为外语 (EFL) 的读写能力发展涉及教学和学习意义，这些意义本质上是体验性的、人际交往的和文本性的，但课程指南和课本比其他两个更重要的是体验性的。最明显教授的人际意义与言语功能和情态的语义有关。那些与态度、强化和对话的广阔领域相关的内容很少被明确教授，即使它们显然是课程内容中涉及的语义的一部分，也是教师在评估学生成果时的期望的一部分。所有这些人际意义的理论在话语语义资源的协商和一个ppraisal, 在 Systemic-Functional Linguistics 中，Macken-Horarik & Martin (2003) 开创性地；马丁和怀特 (2005); 胡德和马丁 (2007) 和马丁和罗斯 (2007)。本文追溯了人际意义的发展路径（Christie，2012；Christie 和 Derewianka，2008）是阿根廷中级公共教学中广泛用于青少年的三本广泛使用的教科书内容的一部分。态度意义、态度类型、表达、强化或减轻它们的策略以及解释文本声音的资源被识别、分析和排序。结果有力地表明，广泛的人际语义领域并未明确包含在课程内容中，即使包含，也不总是采用功能和上下文方法。