臺灣博碩士論文加值系統

本研究旨在探討現行國小英語教科書中的活動設計是否符合「溝通性」的原則。研究樣本包含國內現行五套國小英語教科書，以Littlewood (2004) 提出的教學活動分類作為架構，觀察該五套國小英語教科書中的活動練習分屬何種類型，分析其是否符合「溝通性」的原則，同時比較各版本之溝通性。
研究結果顯示非溝通性活動練習(55.8%)的比例，遠超過溝通性活動練習(15.7%)的比例，而教科書的溝通性隨著冊數的遞增而提高。各個版本之間所設計之活動在溝通性方面並沒有顯著差異。國小英語教科書中的練習活動以語言形式的非溝通性練習活動為主，而溝通為目的的練習活動所佔比例較低。也就是說，透過現行的教科書活動設計，學生能實際利用所學到的語言來進行溝通的機會並不多。因此，本論文建議教科書應增加溝通性練習活動的比例，方能發展學生真正的英語溝通能力。

The study aims to investigate the language learning activities in the approved English textbooks for elementary schools. Five sets of most frequently used textbooks were examined. A total of 1050 language learning activities were analyzed and categorized based on the framework of Littlewood''s (2004) classification of activities: non-communicative activity, pre-communicative activity, and communicative language practice activity.
Results of the study show that the proportion of non-communicative activities (55.8%) greatly outnumbers that of communicative language practice activities (15.7%). Most of the textbook series display communicativeness steadily from low to high from Book 1 through Book 8. No significant gap is found among the activities in the five sets of target textbooks with respect to the degree of communicativeness. It is suggested that elementary textbooks should include more communicative activities which engage students in using language communicatively. Only through communicative practice, involving students in real language use can students be involved in real language use and achieve the curriculum objective of promoting English communicative competence.

Acknowledgements i
Abstract (English) ii
Abstract (Chinese) iii
Table of Contents iv
List of Tables vii
List of Figures viii
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 Motivation 2
1.3 Purpose of the Study 4
1.4 Significance of the Study 5
1.5 Delimitation of the Study 5
1.6 Organization of the Study 6
CHAPTER TWO LITERATURE REVIEW 7
2.1 Roles of the Textbook… 7
2.2 Classification of Language Learning Activities 9
2.3 Communicative Activities 20
2.3.1 Communicative Competence 20
2.3.2 Definitions of Communicative Activities 23
2.3.3 Types of Communicative Activities 26
2.4 Related Studies of Learning Activities of EFL Textbooks in Taiwan 29
CHAPTER THREE METHODOLOGY 34
3.1 Selection of Textbooks and Language Learning Activities 34
3.2 Framework of Analysis 38
3.3 Procedure 46
3.4 Scoring of Communicativeness 48
CHAPTER FOUR RESULTS AND DISCUSSION 50
4.1 Results 50
4.1.1 Overview of the Results 50
4.1.2 Textbook A 53
4.1.3 Textbook B 55
4.1.4 Textbook C 56
4.1.5 Textbook D 58
4.1.6 Textbook E 59
4.2 Discussions 61
4.2.1 Predominance of less communicative activities 61
4.2.2 Communicativeness across Levels 66
4.2.3 Evaluating the Design of Activities in the Textbooks 69
4.3 Summary 79
CHAPTER FIVE CONCLUSION 81
5.1 Findings 81
5.2 Pedagogical Implications 83
5.3 Limitations of the Present Study and Suggestions for Future Research 84
REFERENCES 86
APPENDICES
Appendix 1 A List of Textbooks Sales in Taichung City 93
Appendix 2 A Coding Sample 95
Appendix 3 Distribution of Language Learning Activities in Textbook A 96
Appendix 4 Distribution of Language Learning Activities in Textbook B 97
Appendix 5 Distribution of Language Learning Activities in Textbook C 98
Appendix 6 Distribution of Language Learning Activities in Textbook D 99
Appendix 7 Distribution of Language Learning Activities in Textbook E 100

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