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Several researchers have employed corpus findings to critically examine English textbooks, but few investigations have attempted to differentiate registers or genres in the analysis of the textbooks. The purpose of the study was to illuminate characteristics of oral genres in the revised English textbooks and further suggest an analytic framework for the genres by use of Biber’s corpus-based multi-dimensional model. The results of the study showed that the uses of linguistic features in the textbook oral corpus were not comparable with the oral functions of the language in the native corpus in terms of the six textual dimensions. That is, the oral genres in the textbooks did not adequately represent the aspects of oralness in the native corpus, indicating that the language used in the textbook tended to show a more written style of language. Then the students’ learning based on the textbooks might lead to their uses of bookish English and give them a double burden to learn real English again outside the school. The study can provide important insights into the evaluation and development of future textbooks.