The purposes of this study were to understand the opinions of English teachers in junior high school in Kaohsiung City on the selection criteria and the influence factors for English textbooks, and to offer a few concrete suggestions for the improvement of junior high schools textbook selection according to the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 400 English teachers from 45 junior high schools in Kaohsiung City as the subjects. As a result, 305 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, and Scheffe method were conducted for data analysis and finally come to the following results: 1. The teachers generally agree to the importance of the textbook selection criteria, in which they emphasize the most on ¡§context-related properties,¡¨ and the less on ¡§physical properties.¡¨ 2. On the whole, the teachers agree to the influence factors on textbook selection, and the ¡§internal factors¡¨ have more influence than the ¡§external factors.¡¨ 3. English teachers are the main participants in selecting English textbooks in junior high school, and the final results are determined in the meeting of textbook selection. 4. There are significant different opinions on the importance of the textbook selection criteria due to the ¡§school sizes,¡¨ ¡§genders,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ 5. There are significant different opinions on the influence factors on textbook selection because of the ¡§locations of school,¡¨ ¡§educational qualifications,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ Based on the results of the study, some suggestions are proposed to the educational authorities, schools, teachers and publishers, as well as future studies.

本研究旨在探查台灣國中基本學力測驗英語科之內容效度，以期了解國中基本學力測驗英語科之試題內容是否達到出題者宣稱之目的，進而對英語教師、教育學者、學生、及社會大眾能有啟示作用。 本研究兼採質及量的分析方法。質的研究取自51位現任國中英語教師之專業判斷，以2003年第一次國中基測英語試題為例，從課本的符合程度、學校教學、學校評量、試題難易度等四方面逐題審視國中基測與教學之相關程度，及問卷調查此51位教師對國中基測與課程標準之總目標、分項目標、基測命題原則、及學力指標之看法，透過Aiken之效度指數檢測是否達到顯著。量的研究取自台灣四所國中共1204位畢業生在校三年之英語段考平均成績分別與國中基測英語原始分數之相關。 研究結果顯示：國中基本學力測驗英語科具有內容效度。 / The purpose of this study is to investigate the content validity of Basic Competence Test (BCT) in English, hoping to verify whether or not the test reaches what the tester claims to test, and further promote a better understanding of BCT toward teachers, students, educators and the public. This study adopts both qualitative and quantitative analyses. Fifty-one qualified junior high school teachers examine the relationship between BCT’s items and curricular instruction from textbook coverage, instruction, evaluation, and item difficulty. They also offer their perceptions toward BCT from the content domain the tester claims to test, i.e. the general and specific objectives of Curriculum Standards, test principles from the BCT Center, and Core Competence Indicators. Aiken’s Validity Index checks if items are significantly content valid. Computing the correlation coefficient between 1204 students’ academic scores of monthly tests for three years at four schools and BCT’s raw scores does the quantitative analysis. The result of this study indicates that first BCT items have high accordance with curricular instruction. Second, students’ performance at school correlates highly to that on BCT. Third, what the BCT Center claims to test is highly acclaimed by the junior high school teachers. In other words, BCT’s content validity is established.

「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.

教育部明訂，九年一貫能力指標應作為教科書編輯者編撰課本、習作之依據。透過教科書，學生可期望習得能力指標所標示的能力。台灣國中英語教學現場中，習作常作為學生的回家作業，所以能力指標如何呈現在習作上可影響學生能力習得的結果；然而，目前相關研究仍顯不足，因此，本研究採用九年一貫國中英語讀寫能力指標，分析目前最為廣用的一套國中英語習作。另外，本研究也針對第一線國中英語教師進行團體訪談，以了解教師對習作和能力指標的看法。 本研究的結果總結如下: 1. 14條指標中，只有3項在習作中有超過10%的練習題目(推論字義文意;了 解文章主旨大意；合併、改寫及造句)；然而卻有8項指標在習作中的練 習題少於1.5%。 2. 針對被強調的3項指標，訪談教師同意這些能力的確需要被強調，只不過習 作的練習題仍顯不足。 3. 針對被忽略的8項指標，教師認為有些能力(例:查字典)對學生來說並非最 重要，因此習作缺乏此類練習是可以接受的；不過，某些能力(例:看懂圖 表標示)因為和學生的日常生活息息相關，理應出現在習作裡；而部分難度 較高的指標(例:寫一個段落)可編為自由選擇(optional)的習題，讓程度 較高的學生有更多練習的機會。 根據研究結果，研究者對教育決策者、教科書編輯、及英語教師提出數點 建議。 / The competence indicators (CI) listed in the Grades 1-9 Curriculum Guidelines are regulated as the principles for private publishers to compile teaching materials—textbooks and student workbooks. Through these teaching materials, it is expected that students can acquire the competences stipulated in the curriculum guidelines. Student workbooks, especially in Taiwan’s junior high school English classrooms, are used as a main source for students’ homework. Therefore, how the CIs are incorporated into the workbooks can affect students’ acquirement of the competences. Nonetheless, little research has been done on analysis of English workbooks based on competence indicators. This study, therefore, aimed to analyze a most popular set of junior high school English workbooks based on the Grades 7-9 reading and writing competence indicators. To gain more in-depth insights, a focus group interview with in-service teachers was later conducted to explore teachers’ views on the workbooks and competence indicators. The results of the present study are summarized as follows. 1.Of the 14 CIs, only three were emphasized (to guess meanings of words and reading passages; to understand main ideas; and to combine, change, and make sentences), each taking up more than 10% of the workbook exercises. However, there were up to eight CIs that were neglected, each taking up less than 1.5% of the workbook exercises. 2.As for the three emphasized CIs, the teacher interviewees agreed that the emphasis was necessary, but the practice in the workbooks were still insufficient for their students. 3.As for the eight neglected CIs, the teachers considered that: (1) lack of practice on some CIs, such as to use a dictionary, was acceptable, for these skills were impractical for their students; (2) some practices, such as to fill out forms, should have be included into the workbooks because they were related to students’ daily lives; (3) certain practices, such as to write a simple paragraph, could be designed as optional workbook exercises for high achieving students to master more advanced skills. Finally, some suggestions are provided on the basis of the findings in this study.