Communicative practices in the sense of the ESL/EFL classroom are effective when the relevant linguistic tools are applied to literary texts. The literary effectiveness of George Bernard Shaw's Pygmalion, an early twentieth-century play, has been widely praised for its linguistic and literary effectiveness. The dialogic structures related by the acts of the play show the varieties of spoken forms of English and introduce an iconic figure of the Victorian period. After a comprehensive review of the available web-based ‘Pygmalion' research papers, this analysis discussed topics of less interest in earlier studies. Based on the relevance of ‘Pygmalion' as a prescribed coursebook in numerous universities around the world, this paper analyses the dialogic language of the play from a linguistic viewpoint. The latest ‘Pygmalion' literature poses insights into thematic interpretation from a literary and sociolinguistic point of view, relating to class and xenophobia. This paper analyzed the dialogues from a linguistic point of view in a way. Weigand's [1] dialogic rules have been extended to the gestures of the characters, thereby giving insights into metalinguistic facets. The paper also presents the semantic impact of the communicative interactions that characters engage in as they interact in various play environments. It also provides the ESL/EFL teachers with in-depth ideas on the different linguistic aspects that need to be based when teaching the literary material. The result of the analysis shows the dialogic modes in ‘Pygmalion' which may help improve the verbal, non-verbal, and written correspondence of the students of the ESL/EFL.