Communicative activities in ESL/EFL classroom contexts are productive when relevant linguistic devices are applied to literary texts. The literary effectiveness of George Bernard Shaw’s “Pygmalion”, an early twentieth-century play has been widely appreciated for its linguistic and literary effectiveness. The dialogic structures composed in the actions of the play reveal the varieties of spoken forms of English present during the Victorian period. After thorough scrutiny of the available research papers related to “Pygmalion” on the web, this study addressed the issues that were given less importance by the earlier studies. Considering the significance of “Pygmalion” as a prescribed coursebook in various universities across the world, this paper analysed the dialogic language of the play from a linguistic perspective. The existing literature on Pygmalion provides insights into thematic analysis from a literary and socio-linguistic perspective, referring to the class struggles and feminism. This paper examined the dialogues from a linguistic perspective. Weigand’s [1] dialogic principles were applied to the utterances of the characters, thereby providing insights into the metalinguistic aspects. The paper also presents the semantic effect of the communicative exchanges that the characters engage in when they meet at different settings in the play. Also, it provides resourceful ideas to the ESL/EFL teachers on various linguistic aspects that need to be focused while teaching a literary text. The findings of the study reveal the dialogic forms in “Pygmalion” can be useful to enhance the verbal, non-verbal and written communication of ESL/EFL students.