溝通式語言教學(CLT)的原則和特色自從1995年就被帶進台灣高中英文教科書的編纂。在溝通能力的四個構成要素之中，社會語言能力是成功溝通的關鍵而且能夠經由語言行為的使用被展現出來。因此，本研究旨在探測語言行為教學在台灣英文教科書中是如何被呈現的。首先，五個最常被使用及研究的語言行為─恭維、請求、道歉、抱怨以及拒絕─在台灣最受歡迎的兩套高中英文教科書─遠東和三民─之對話中出現的次數被統計。然後，對話中主要運用到的觀點，美國的或中國的，以及教科書和教師手冊中的跨文化對照跟比較被檢視。最後，以跨文化的角度分析常和語言行為一起出現的支持性話語以及閒聊，同時，教科書和教師手冊是否有相關的解釋也被探索。 研究結果顯示，五種語言行為當中的大多數在兩套教科書中並沒有被平均地分佈，而以該五種語言行為的呈現手法來看，遠東版教科書在比例上運用較多的中國式觀點，然而三民版教科書在比例上則運用較多的美國式觀點。但是，無論兩套教科書較偏向哪一種觀點，在教科書以及其對應的教師手冊中幾乎沒有跨文化的對照和比較。至於支持性話語和閒聊的呈現方式，研究結果顯示遠東版教科書在恭維、請求和抱怨這三種語言行為的支持性話語和閒聊的呈現並不多，而三民版教科書在請求和抱怨這兩種語言行為的支持性話語和閒聊的呈現也不多，無法提供學生充足的練習機會，同時，就算有支持性話語和閒聊出現在語言行為中，在教科書跟其對應的教師手冊中仍然沒有進一步的解釋以指出美國人跟中國人在使用上的文化差異。基於本研究的研究結果，獲得之教學啟示如後。首先，雖然台灣的高中英文教科書，至少遠東版跟三民版，還沒如此地嚴肅看待語言行為教學，但對於老師來說，向學生介紹語言行為的知識卻是相當重要的，因為如此一來，方能使他們學習如何更有效地與人溝通。再者，身為一位台灣的英文老師，既然語言行為以及伴隨的支持性話語和閒聊在教科書或教師手冊當中，幾乎沒有或很少有跨文化差異性的解釋存在，增加我們語言行為教學的知識就變成了一項不可或缺的事。此外，台灣教科書的出版者應該反省教科書中對話部份的適當呈現方式，使老師能經由語言行為教學的實施改善同學的社會語言能力。最後，本研究當中被用來分析語言行為呈現所運用的主要的觀點(美國的或中國的)之分類系統，不僅對於未來針對台灣其它版本教科書做類似研究的研究者有幫助，也提供第一線教師評判教科書中對話結構呈現適當與否之標準，同時也將語言行為教學的背景知識灌輸給第一線教師。 / The principles and characteristics of Communicative Language Teaching (CLT) have been brought into senior high school English textbooks editing in Taiwan since 1995. Among the four components of communicative competence, sociolinguistic competence is the key to successful communication and can be shown through the use of speech acts. This study, therefore, intended to probe into how speech act teaching is carried out in senior high school English textbooks in Taiwan. Firstly, the frequency of the five much used and explored speech acts—compliment, request, apology, complaint, and refusal—in the conversation part of two sets of the most popular senior high school English textbooks in Taiwan—Textbook F and Textbook S—was counted. Then, the preference, American or Chinese, as well as cross-cultural comparisons and contrasts in both the textbooks and teachers’ manuals, were examined. Lastly, the common co-occurring phenomenon of supportive moves and small talk in speech acts was analyzed cross-culturally and related explanations in both the textbooks and teachers’ manuals were investigated as well. The results showed that most of the five speech acts were not appropriately distributed in both sets of the textbooks, and that Textbook F offered much more Chinese preference than American one, while Textbook S provided proportionately more American preference than Chinese one, in presenting the five speech acts. However, no matter which preference both sets of textbooks favored, there were almost no cross-cultural comparisons and contrasts made in the textbooks or their corresponding teachers’ manuals. As to the presentation of supportive moves and small talk, the findings showed that Textbook F did not present enough supportive moves and small talk in the speech acts of compliment, request, and complaint, and that Textbook S did not display enough supportive moves and small talk in the speech acts of request and complaint for students to learn from, and if supportive moves or small talk were presented, there were still no further explanations in the textbooks or their corresponding teachers’ manuals to point out cultural differences between American and Chinese usage. With regard to the findings in this study, some pedagogical implications are provided. Firstly, although the senior high school English textbooks in Taiwan, at least Textbook F and Textbook S, have not taken speech act teaching so seriously, it is quite important for teachers to introduce the knowledge of speech acts to make students learn how to communicate more effectively. Secondly, as an English teacher in Taiwan, increasing our knowledge of speech act teaching becomes a ‘must’ since there are no or few explanations of cross-cultural differences of speech acts and their supportive moves or small talk in the textbooks or teachers’ manuals. Thirdly, textbook publishers in Taiwan should reflect upon the appropriate way to present the conversation part in textbooks to improve students’ sociolinguistic competence through speech act teaching. Last but not least, the coding scheme used for analyzing the preference, American or Chinese one, in this research, can not only be helpful to future researchers conducting similar studies on other sets of textbooks in Taiwan, but also offer teachers criteria to make judgments on the organization of the conversation part in textbooks and provide them the background knowledge of speech act teaching at the same time.

論文提要內容： 本研究旨在分析及探討遠東及龍騰出版社2006年9月所出版之高中英文教科書(第一冊至第三冊)的文化內涵，所使用的評量依據有二個。一為Moran的cultural knowings framework，其中評量的項目包含了文化內容、文化活動及文化學習結果。除此之外，普通高級中學必修科目「英文」課程綱要(2004年8月31日頒布)中的文化涵養與世界觀之基本能力和進階能力亦為另一評量依據。 本研究的結果總結如下: (1)這兩套教科書所提到的文化以英美文化居多，此種偏向某特定地區文化(culture-specific)的教學，並不符合當今外語教學界所盛行的culture-general教學或 transcultural教學。(2)這兩套教科書中，大部份的文化教學只是「事實呈現」(facts-only) ，幾乎沒有觸及文化觀點及自我文化覺醒。(3)在這兩套教科書中，只有不到12%的活動與文化學習有關。此外，大部份的文化活動目的為收集資料及發展某些文化技能，幾乎沒有論及到發現原因和自我文化覺醒。(4)根據前三項結果，推論出只研讀這兩套教科書的學生可能並沒有成功的文化學習經驗。(5) 這二套英文教科書達到普通高級中學必修科目「英文」課程綱要之大部份文化指標。 根據研究結果，研究者對英文教師、師資培育機構、教科書編輯及出版社提出數點建議。 / Abstract This study first analyzes the cultural load of New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) based on Moran’s (2001) cultural knowings framework—content, activities, and learning outcomes. In addition, each lesson in both sets is examined with the cultural objectives in English Curriculum Guidelines for Senior High Schools issued in 2004 to see if each lesson in both sets achieves all of the cultural objectives. The results of the study are summarized as follows. (1) The foreign cultures mentioned in both New Far East and Lungteng sets of textbooks focus on American and British cultures. This kind of culture-specific information does not follow the current trend of culture-general understanding or the transcultural approach in the world. (2) Most of the cultural content in both sets is just “facts-only” information, hardly touching the concepts of cultural practices, cultural perspectives, and self-awareness. (3) Less than 12% of the activities in both sets are related to cultural instruction. Additionally, the cultural activities center on gathering information and developing skills, rarely on discovering explanations and self-reflection. (4) According to the previous results, it seems that students solely using the two sets of English textbooks are not likely to have a successful cultural learning experience. (5) New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) achieve most of the cultural objectives in English Curriculum Guidelines for Senior High Schools. Finally, some suggestions are provided on the basis of the findings in this study.

本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。 本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下： 1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。 2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。 3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。 4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。 整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。 / The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers. The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research. Based on the findings of the present study, four crucial points were concluded as suggested. 1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers. 2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more. 3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price. 4. However, no significant differences were found between senior teachers and young teachers. Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.