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研究生：	許珮甄 Daphne, Pei-chen Hsu
論文名稱：	現行國中英語教科書與舊版教科書課程活動設計之比較 A Comparison of Language Learnng Activities in Two Sets of Junior High School English Textbooks
指導教授：	張武昌
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2001
畢業學年度：	89
語文別：	英文
論文頁數：	94
中文關鍵詞：	教科書、課程活動設計、國中
英文關鍵詞：	Textbook, Language Learning Activities, Junior High School
論文種類：	學術論文
相關次數：	點閱：228 下載：25
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本論文針對現行及舊版兩套國中英語教科書進行比較研究。舊版教科書初版於1986年；現行教科書初版於1998年。本論文主要比較兩套教科書中的英語教學活動分屬何種類型，並觀察整體活動設計是否符合「溝通式教學法」之活動設計原則。
所謂英語教學活動大致可區分為「溝通前之練習」及「溝通式活動」兩大類（Littlewood, 1981）。而根據Pauston and Bruder (1976)，「溝通前之練習」可再分為 (A) 機械化記憶練習 (Mechanical Memorizing Drill)；(B) 機械化測驗練習 (Mechanical Testing Drill)；(C) 有意義的練習 (Meaningful Drill)；(D) 溝通式練習 (Communicative Drill)。而根據Littlewood (1981)，「溝通式活動」可再分為兩類：強調語意功能的溝通式活動(Functional Communication Activity)及強調社交身分的溝通式活動 (Social Interaction Activity)。
包含研究者本身，共有三位參與教科書內英語教學活動之分析，且達到相當高的評分者間信度。
分析兩套教科書內英語教學活動的結果，顯示出兩套教科書內的英語教學活動，絕大部分屬於「溝通前之練習」，而非「溝通式活動」。也就是說，根據教科書，學生只是從事句型的反覆練習，而極少實際利用學到的語言進行溝通。另外，針對各種英語教學活動類型進行新舊版本比較，則發現現行教科書的確比舊版教科書更趨近於符合「溝通試教學法」的基本原則。
最後，本研究亦指出此一研究結果在目前國中英語教學環境中可能的意義與貢獻，並對此後的研究者提出方向與建議。

This study investigates two sets of junior high school English textbooks in Taiwan. By analyzing the language learning activities contained in the textbooks, we examined whether the textbooks were written following the basic principles of Communicative Language Teaching (CLT), and how the two sets of textbooks, namely the “old” textbook series published in 1986 and the “new” textbook series published in 1998, differed from each other in terms of their communicative emphasis.
The language learning activities are largely divided into two types: pre-communicative drills and communicative activities (Littlewood, 1981). The pre-communicative drills, according to Pauston and Bruder (1976) can be further sub-categorized into (A) Mechanical Memorizing Drill (MMD), (B) Mechanical Testing Drill (MTD), (C) Meaningful Drill (MD), and (D) Communicative Drill (CD). Similarly, The communicative activities, as Littlewood (1981) indicated, can be sub-categorized into two sub-types: Functional Communication Activity (FCA), and Social Interaction Activity (SIA).
Three raters, including the researcher, examined the language learning activities (LLA) in the two textbook series. With satisfying inter-rater reliability, the LLAs in the textbooks were assigned to belong to particular LLA types. The frequency and proportion of each LLA type were calculated and presented.
The result of examining the LLAs shows that both the new textbook series and the old textbook series place significant emphasis on pre-communicative drills over communicative activities. In other words, few of the language learning activities in the textbooks engage students in functional, authentic language use. Most of them are merely structural pattern drills, aiming to equip students with the skills for communication without actually requiring them to perform communicative acts.
Detailed discussion on the results of comparing each LLA type (and sub-type) reveals similarities and differences between the new textbook series and the old textbooks series, besides the one mentioned above.
Finally, the pedagogical implications of the present study are discussed for the textbook users, local English teachers in particular. Suggestions and recommendations are also proposed for future textbook writers and researchers.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS                                              i
ABSTRACT                                                      ii
TABLE OF CONTENTS                                            iv
LIST OF TABLES                                             viii
LIST OF FIGURES                                              ix
INTRODUCTION                                               1
1 Background of the Problem                             1
2 Motivation of the Study                               3
3 Purposes of the Study                                  6
4 Limitations of the study                              7
5 Overview of the Study                                  7
LITERATURE REVIEW                                 9
1 Defining Communicative Competence                    9
2 Defining Communicative Language Teaching           15
3 Textbook Evaluation                                    19
4 Classification of Language Learning Activities      20
4.1 Subcategories of Structural Drills                      24
          2.4.1.1 Mechanical Drills                         24
          2.4.1.2 Meaningful Drills                         26
          2.4.1.3 Communicative Drills                     27
4.2 Communicative Activities                         28
          2.4.2.1 Functional Communication Activities             29
          2.4.2.2 Social interaction Activities           30
5 Summary                                                  30
RESEARCH DESIGN                                             32
1 Selection of Textbooks and Language Learning Activities                                                           32
2 The Classification Procedure                           34
3 Inter-rater Reliability                                43
4 Summary                                                  46
RESULTS AND DISCUSSION                                     47
l Overview of the Results                                48
1.1 The Results of Assessing the New Textbooks              49
1.2 The Results of Assessing the Old Textbooks              53
2 Discussion                                               56
2.1 The Unbalance Between Structural Pattern Drills and Communicative Activities                                       56
2.1.1 The Circumstantial Limitations in Textbook Writing in Taiwan                                             62
          4.2.1.2 Textbook vs. Real Classroom                       65
2.2 Comparing MTD in the Old Textbooks and in the New Textbooks                                                    68
2.3 Comparing MD in the Old Textbooks and in the New Textbooks                                                        68
2.4 Comparing MMD in the Old Textbooks and in the New Textbooks                                                       71
2.5 Comparing Our Results with Sunghee Lee Cha’s Study on Korean EFL Textbooks                                     72
3 Summary                                                   73
CONCLUSIONS AND RECOMMENDATIONS                           75
1 Conclusions                                              75
2 Pedagogical Implications                               77
3 Limitations of the Study and Suggestions for Future Research                                                      78
BIBLIOGRAPHY                                           81
APPENDIX                                                        86
                                

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