Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/111871

Title: 臺灣高中英文教科書中語言行為之分析
An analysis of speech act behavior in senior high school English textbooks in Taiwan
Authors: 賴思羽
Lai, Sih Yu
Contributors: 余明忠
Yu, Ming Chung
Lai, Sih Yu
Keywords: 教科書評鑑
Textbook evaluation
Speech act theory
Date: 2017
Issue Date: 2017-08-10 10:17:05 (UTC+8)
Abstract: 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。
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.
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