本研究旨在探討台灣大學生英語被動語態的使用，並且探討台灣大學生是否理解英語被動語態在單句以及篇章的功能。本研究受試者為27位政大英語系大一作文班學生。受試者使用英語被動語態的語料則由三種不同類型的研究工具蒐集而來：中英單句翻譯，英文篇章選擇，與英文作文。 研究結果發現台灣大學生對於英語被動語態沒有完善的理解。受試者在單句翻譯的表現顯示當中文句子裡沒有中文被動提示詞時，受試者翻譯時容易使用錯誤的語態。此發現同時也點出受試者對於英語動詞種類以及英語語意角色這些和英語被動語態密切相關的概念相當陌生。在無法辨別句子裡動詞種類的情況下，受試者無法正確判斷句中名詞的語意角色，因而寫出錯誤的句子。然而，受試者在英文篇章選擇的表現顯示他們了解英語被動語態是一個能夠增進文章句子之間的連結以及一貫性的句型結構。而受試者在英文作文的表現也顯示了他們知道如何實際運用英語被動語態來建立自己文章中所要闡述的主題，並進一步強化文章整體結構。 為了進一步理解台灣大學生對於英語被動語態的知識如何形成，本研究也檢視了目前台灣國中以及高中所使用的英語教科書當中，對於英語被動語態的呈現方式以及介紹內容。本研究發現英語教科書對於英語被動語態的介紹多半侷限在此句型結構於單句以及句法的使用，而忽略了英語被動語態在篇章以及語意層面的功能。根據以上的研究發現，本研究亦提出了如何在英語被動語態的教學上加入篇章以及語意層面的介紹，以幫助台灣英語學習者學到更完整的英語被動語態的知識。 / The present study investigates the use of English passive voice by Taiwanese college students. The purpose is to see how Taiwanese college students use English passive voice on sentential and discourse level, and if they understand the functions of English passive voice from their performances. Twenty-seven college students participated in this study. And their uses of English passive voice were investigated with three different instruments, Single-sentence Translation, Passage Completion and English Compositions. The results of the analysis showed that Taiwanese college students do not have complete understanding on English passive voice. In Single-sentence Translation, the participants fail to recognize the correct voice in translating Chinese sentences when Chinese passive markers are removed. This finding points out that the participants do not have the knowledge of English verb types, their argument patterns, and semantic roles. Because they are unable to identify the type of English verbs in the sentences, they are not aware of the semantic roles of noun phrases accompanying the verbs in the sentences. As a result, they are unable to produce correct English passive sentences. In Passage Completion, however, the participants’ performances indicate they understand English passive voice is a useful device in facilitating the connections between the sentences and maintaining thematic progression of passages. In English Compositions, it is found that the participants demonstrated ways of using English passive voice that are not observed in the previous two research instruments. Their performances show that they know how to use this structure to facilitate the cohesion as well as coherence of their writings, and how to use English passive voice to establish the idea they want to elaborate on in the paragraph. To see how Taiwanese EFL learners build up their knowledge of English passive voice, English textbooks of junior high and senior high school are reviewed to see how this structure is presented. It is found that much emphasis is placed on the introduction of English passive voice on sentential and syntactic level, neglecting the introduction on discourse and semantic level. Based on the findings in the present study, it is suggested that the teaching of English passive voice include the introduction of this structure on discourse and semantic levels to help Taiwanese EFL learners gain a more comprehensive understanding of English passive voice.

教科書為老師及學生在課堂中學習英語的一個主要依據，所以教科書的內容和活動設計都會直接影響教學過程的進行方式和學生的學習狀況。本論文針對現行國民中學英語教科書中的口說活動進行探討，比較其中兩家出版社所出版的英語教科書如何設計口說活動及相關練習。本論文將教科書中的口說練習活動分別依照(1)活動類型、(2)溝通前之練習(pre-communicative activities)/溝通式活動(communicative activities)及(3)溝通程度(communicativeness)作分析，然後進一步去討論該活動設計是否符合九年一貫課程綱要中所敘述的方向準則。 根據資料分析結果，兩套教科書所採用的活動類型與進行方式相當類似，且集中在發音、句型練習、對話三種活動類型；所採用的口說活動類型中，以「在溝通前之練習」為主，「溝通式活動」則是相對少了很多；在溝通程度的分佈上，也都是以Category 4 (new information being transferred)和Category 6 (no information being processed)為主要。整體而言，此兩套教科書的活動設計不夠符合溝通式教學法的精神，在口說練習活動的設計上，雖然提供學生開口練習的機會，可惜份量不多，並且常缺乏語境，仍偏重傳統結構式的教學法，藉由反覆練習讓學生熟記文法句型。此與九年一貫課程綱要中所敘述之相關口說能力的準則相比較，仍有值得思考再進一步改善的空間。 / In the language classroom, textbooks are the primary resources which teachers and students rely on, so the content and the activity design would have direct influence on how the teaching/learning process proceeding. The present study analyzes speaking activities in two sets of English textbooks, trying to evaluate how they design the speaking activities and what similarities and differences are found between these two sets. These speaking activities are investigated from the perspectives of activity types, pre-communicative and communicative activities, and communicativeness, and then are discussed and evaluated based on the Nine-year Integrated Curriculum Guidelines. According to the results, it is found that both two sets of textbooks apply similar types of speaking activities, where pronunciation, drills, and dialogue are used most. Moreover, most of these activities are pre-communicative and fall into Category 4 (new information being transferred) and Category 6 (no information being processed). Overall, the design of speaking activities is not communicative enough. Although both sets try to provide more opportunities for students’ verbal practice, the proportion is not high, and meaningful contexts are usually ignored. Furthermore, the structural method is emphasized, using repetition and memorization as main techniques for language teaching and learning. Finally, with regard to the Nine-year Integrated Curriculum Guidelines, it seems that activities in the textbooks are not closely in compliance with the guidelines for the large proportion of less communicative activities. Also, definitions of each guideline are not precise or clear enough, and this situation results in influences on how textbook writers realize and interpret these guidelines, and how they design the activities.

本研究旨在藉由問卷調查，探討未來國中英語教科書編寫指引，並回答以下三個具體研究問題： (1)調查國中英語教師對於現行英語教科書之意見，是否符合現行國中英語教科書的編寫原則，並且進一步瞭解(2)在主題、份量、難易度方面，有何意見，以及(3)提供一套未來國中英語教科書適用之編寫指引。研究發現如下：(1)現行國中英語教科書包含溝通式教學法的一些原則，但並非所有的原則；(2)現行國中英語教科書符合部分英語教科書編寫通則，但需要再加強；(3)主題方面，例如日常生活、節慶、電腦受教師們喜愛；(4)現行國中英語教科書之份量與難易度一般而言適中，但份量和難易度並未均衡分佈於各冊；以及(5)未來國中英語教科書教師最愛之六項主題與六項活動。 / This study aims to find some relevant writing guidelines for future junior high school (hereafter JHS) English textbooks by conducting a questionnaire survey. Specifically, the study aims to do the following: (1) to find if the current set of JHS English textbooks has observed closely the guidelines, and (2) to understand teachers’ opinions about the current textbooks on themes, loading, and difficulty, and (3) to provide a set of alternative guidelines for future JHS English textbook writing. And the major findings include the following: (1) the current JHS English textbooks follow some principles of CLT, but do not include all of them; (2) the current JHS English textbooks meet some of the general principles for English textbook writing, but they need to be improved; (3) themes such as daily life, festival, and computer are appreciated by the JHS English teachers; (4) the degree of loading and difficulty of the current JHS English textbooks are moderate in general; however, the loading and difficulty in each volume are not evenly distributed; and (5) the six favorite themes and activities chosen by most teachers have to be covered in future JHS English textbooks.

「真實性」是外語教學在內容設計及呈現上一項不可忽視的原則。它強調：教科書的編寫，要有意識地為學習者展現出語言在實際運用中的意義和功能。而除了文本(text)之外，有越來越多的教育者也強調「真實性的教學活動(authentic tasks/activities)」在教學過程中的重要性。本篇論文主要在探討是否現行國中英語教科書中的活動設計符合「真實性」的原則。此研究以Littlewood(2004)提出的教學活動分類作為架構，觀察台灣現行使用率最高的五套國中英語教科書中的教學活動分屬何種類型，分析及探究其中有哪些活動是符合「以真實溝通為目的」的原則，同時比較真實性教學活動分布在這五版教科書中的情況。 分析結果顯示，絕大多數的活動設計，是以學習語言形式為主要目的，極少數的活動有機會讓學習者運用語言、傳達訊息。此外，有些教科書中，甚至完全缺少以真實溝通為目的的教學活動。也就是說，透過現行的教科書，學生只是從事句型文法的練習，極少實際利用學到的語言進行溝通。顯然這些開放後由民間出版社編輯的英語教科書，就教學活動真實性的問題，尚有很大的改善空間。 / Authenticity has been regarded as one of the essential principles in EFL/ESL teaching. It is emphasized that the content of the textbooks can realistically reflect the genuine meaning and function of the language used in real-life situations. Aside from the authenticity of text itself, more and more teachers and educators recognize the value of using authentic activities for teaching and learning purposes. The thesis aims to examine whether and how the language learning activities in our EFL textbooks pertain to authenticity. We explore what authentic learning activities in these textbooks are, and how they are different as found in different textbooks. By following a rating scale developed on the basis of Littlewood’s (2004) five activity types (non-communicative learning, pre-communicative language practice, communicative language practice, structured communication and authentic communication), we evaluate and compare the language learning activities provided in five sets of English textbooks frequently used in Taiwan in terms of their task authenticity. The result of our analysis reveals that most language learning activities in the five commonly used sets of English textbooks are designed mainly for the practice of the linguistic forms. Few of the activities provide learners with the chance of exposure to real communication situations and applying their language skills in authentic ways. Even some of the textbook series don’t contain any authentic learning activities at all. It is clear that textbook writing in Taiwan still focuses on linguistic forms – a situation that has lasted for decades and more changes in textbook writing are needed in order to move forward to genuine communication.