當談到外語教學時，教材具有相當重要性。其中，教科書更被視為重要的一環，是教師教學的主要資源，也是學生學習的重要指引。因此，教科書評鑑自然地受到重視。透過教科書評鑑，教師能對於教科書有適當認知並妥善利用教科書，另一方面，教科書評鑑能作為編撰者和出版商檢討與改進的參考。然而，文獻有許多有關教科書評鑑的研究，卻很少是從語言行為方面檢視臺灣高中生所使用的英文教科書。 本研究之主要目的為分析讚美、拒絕、請求三種語言行為如何呈現在三民、龍騰、遠東三套不同版本高中英文課本內的對話教材中。首先，統計三種語言行為在三套教科書內的對話中出現的頻率。接著，檢視這三種語言行為在三套教科書呈現的方式並判斷他們是否主要以美國觀點呈現。最後，探索三套教科書和教師手冊是否有提供相關語言行為的跨文化解釋。 研究結果顯示，三套教科書皆呈現三種語言行為，但是各版本著墨不一。另外，三種語言行為在三套教科書呈現的方式並不是完全採用美國觀點。更重要的是，三套教科書和教師手冊中幾乎沒有提供跨文化解釋。 本研究的發現能提供給對語言行為教學有興趣的老師和研究人員參考。研究結果希望激勵教科書編撰者、出版商以及教師重視語言行為教學，並期盼能協助教科書編撰者在未來補強三套教科書中對話教材不足之處。 / When it comes to foreign language teaching, teaching materials, without doubt, have been of vital importance. Textbooks, for teachers, serve as the major teaching resources. They are identified as important guidelines for students as well. Therefore, textbook evaluation has naturally received attention. Through textbook evaluation, for one thing, teachers can gain a proper understanding of textbooks, then making good use of them. For another thing, it enables textbook editors and publishers to examine and improve on textbooks. Although there have been many studies regarding textbook evaluation, few of them have been done on speech act behavior in senior high school English textbooks in Taiwan. The main goal of the current study is to analyze how the three speech acts, compliments, refusals, and requests, are presented in the conversation sections of the three series of the senior high school English textbooks, published by San Min, Lung Teng, and Far East. First of all, the frequency of compliments, refusals, and requests in the three series of the textbooks was examined. The next part was to look at how the three speech acts were presented in these textbooks and whether they showed American preference. Lastly, cross-cultural comparisons and contrasts in the textbooks and their corresponding teachers’ manuals were scrutinized. The results revealed that the three series of the textbooks examined presented the three speech acts in different proportion. Additionally, they were not completely presented in American ways. More importantly, there were few cross-cultural explanations found in the textbooks and their corresponding teachers’ manuals. The findings of the present study can work as reference for teachers and researchers interested in the teaching and learning of speech act behavior. They may motivate textbook editors and writers as well as teachers to place great emphasis on how to teach speech acts well. Last but not least, textbook compilers can compensate for the limitations of the conversation sections of senior high school textbooks in Taiwan in future materials development.