本研究提出對教材編寫更有助益的詞彙蒐集形式：由主題、功能為本，導引出相關的主題詞彙，建立主題式詞集作為教材編寫的參考；分析真實語料中的溝通功能、語句及互動方式，作為課文編寫的前後順序參考；最後基於特定語境和場合，配合溝通功能頻率寫出擬真的語言教材。
透過訪談教材編寫者的編寫需求及考量，本研究選擇「點餐」作為教材編寫範例的主題，採用實錄法於數種餐飲販售場合錄製台灣人真實的點餐對話，共計81筆，之後分析溝通功能的分布狀況。接著根據彙整結果和學習者背景編寫適性教材，再與主題式詞集相對照，並經12位華語教師協助修正教材內容後進行試教。
教學對象為十位菲律賓光明大學一年級的學生，從教學對象自我評價學習的成果與反饋中驗證了此教材能幫助他們完成點餐的主要流程，教材內容實用且對華語學習具高度實用性與啟發性。

Teaching based on the context of situation often relates better to the authentic use of language and is now the trend of language teaching as well as subject matter preparation. Nevertheless, the existing word collections or templates of sentence structures do not necessary correspond to pragmatic language use and communication in real-life scenarios. Halliday (1999) maintains that languages exist in contexts and operate differently to circumstances, topics and functions. Therefore, language teaching should be primarily based on topics and functions, and so should the vocabulary used in subject matter preparation. The author of this research proposes a word collection that would assist subject matter preparation for teachers. The compilation is based on topics and functions; the author first enumerated relevant topic-specific vocabulary and terminology, and then collected authentic materials by audio recording. Afterwards, pragmatic functions in the materials were analyzed, and topic-specific language teaching materials of various levels were compiled based on the frequency of pragmatic functions and the contextual characteristics of different locations.
Food ordering, a task that foreign students face every day, is chosen as the topic of subject matter compilation. Life recording method was used to collect authentic dialogues between Taiwanese people on several food and drink ordering occasions. More than 80 recordings were collected to analyze the distribution of pragmatic functions. Next, the author compiled teaching materials tailored to the learners based on aggregated results and learners’ backgrounds. Experimental teaching was carried out after twelve teachers of Mandarin assisted in revising the content of the subject matter.
Ten Filipino learners were involved in the experimental teaching. The author concluded from the students’ assignments, self-evaluations and learning feedbacks that this subject matter significantly helped them accomplish the process of ordering meals. The students also observed that the content of the subject matter was practical and that it inspired their enthusiasm in Mandarin learning.

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