臺灣博碩士論文加值系統

由於1970年代溝通語言學習法的興起，語用能力也隨之受到重視近半個世紀，學習英文的目標更是從軍用、文學賞析，逐漸演變為溝通導向與訊息交換。此外，因著全球化趨勢，為了增加競爭力，在不同情境下用英語與人合宜的互動也顯得更加重要。在這樣的趨勢下，語用能力的發展即為非英語系國家達成上述英語學習目標的關鍵。台灣，身為英語為外國語的國家之一，也推動政策以因應全球化趨勢。2004年，教育部即針對台灣的英語教學推動一系列政策，其中，英語教科書的改革成為重點政策。然而，因著對於語用元素的誤解，以為文化即是因應全球化的解答，如何幫助學生適當的使用英文也變成台灣英語教育界的一大難題。
因此，本論文旨在探討國中英語教科書中的語用元素，並且針對教師手冊中對於語用的教學提示著手分析。本研究使用內容分析法，分析大台北地區最常見之國中英語教材，佳音翰林，並且詳細研究其中六冊教科書中的參與者變項、情境變項，與文化因素。研究結果顯示，語用元素中的文化因素仍然占比相當，並且被視為學生英語能力進步的關鍵。再繼續深入探討文化因素和參與這變項的數據，發現：參與這變項的數據逐步增加，而文化的數據逐步減少。此結果顯示了英語教材編者對於較難察覺的細微元素，例如參與者變項中的性別、權力關係，與種族，有逐步重視的趨勢；然而，某些教科書中呈現的參與者變項並未直接，例如參與者變項中的年齡。在教師手冊方面，主要以補充文法與單字為主，在語用語言學與社交語言學面向，並未有足夠的教學指引。
根據上述研究結果，語用教學可以偏重置入大量語用元素於教科書中，更需要的是運用英語教學與英語教科書，呈現並幫助學生注意到生活中的語用元素。

Pragmatic competence (PC) has been valued almost for half century due to the emerging of communicative language learning since 1970s. The aim of English learning had as well adjusted from military purpose, literature appreciation, to communication and information exchanging. Moreover, the fact of globalization intensifies the value of producing not only correct English, but also appropriate English used in different contexts in order to gain more opportunities and competitiveness in the global village. In the light of the issue, how to develop students’ PC in a non-English-speaking environment is a crucial event in countries with EFL context. Taiwan is one of the countries with EFL context which attempts to respond to the trend of globalization. The Ministry of Education (MOE) in Taiwan emphasized English education on the ability of participating real time conversation through several implications since 2001, one of the vital policies is textbook innovation. However, the preference of stressing pragmatics on cultures causes problems in terms of students’ insufficient abilities of determining what to use in a particular context.
Therefore, this study aims to investigate the pragmatic elements in junior high school English textbook, as well as to evaluate the explicit pragmatic instruction in teacher’s manuals. A total of 6 textbooks and 6 teacher’s manuals from the most commonly used version of English textbook for junior high schools in the Taipei metropolitan area, Jiayin Hanlin, were selected for analysis of pragmatic elements, including the participant variable, the situational variable, and the cultural factor, with content analysis. The results implied that the cultural factor was regarded as the essential pragmatic element for improving students’ English abilities. Moreover, the correlated numbers of the cultural factor and the participant variable implied that the textbook editors are paying more attention to the invisible elements, such as power relation, and ethnic background; however, the researcher as well found that the many of the uses and communicative behaviors were indirectly influenced by some of the participant variables, for example, the variable of age. In terms of the instructions in the teacher’s manuals, it was apparent that grammatical knowledge and vocabulary words were mainly focus, in contrast, the information from the perspectives of pragmalinguistics and sociopragmatics were insufficient.
Based on the analysis, the researcher suggests that for the field of TESOL in Taiwan, it is important to teach pragmatics in English, but mostly essential is, to teach English pragmatically, in other words, the textbooks could illustrate pragmatic elements influencing the uses in daily communicative behaviors and interactions, and provide with authentic examples that are closely relevant to daily lives.

ACKNOWLEDGEMENT.............................................................................I
CHINESE ABSTRACT..............................................................................III
ABSTRACT..............................................................................................IV
TABLE OF CONTENTS..........................................................................VIII
CHAPTER ONE INTRODUCTION.............................................................1
1.1 Background and Motivation................................................................1
1.2 Statement of problem........................................................................5
1.3 Research questions.........................................................................10
1.4 Significance of the study.................................................................10
CHAPTER TWO LITERATURE REVIEW..................................................12
2.1 Pragmatic Competence development in Second Language Acquisition field.....................................................................................12
2.2 Explicit instructions for learners’ pragmatic development in EFL classroom..............................................................................................22
2.3. Textbooks evaluation for teaching pragmatics in EFL contexts 32
CHAPTER THREE METHODOLOGY......................................................40
3.1 Introduction.....................................................................................40
3.2 Materials and data collection.........................................................40
3.3 Theoretical framework...................................................................42
3.4 Coding scheme..............................................................................44
3.4.1 Coding scheme for analyzing student books.............................44
3.4.2 Coding scheme for analyzing teacher’s manuals......................50
3.5 Data analysis..................................................................................51
CHAPTER FOUR RESULTS AND DISCUSSION ..................................53
4.1 Pragmatic elements in six textbooks and explicit instructions in six teacher manuals...................................................................................54
4.1.1 Volume 1........................................................................................55
4.1.2 Volume 2........................................................................................70
4.1.3 Volume 3.......................................................................................90
4.1.4 Volume 4.....................................................................................109
4.1.5 Volume 5.................................................................................... 124
4.1.6 Volume 6..................................................................................... 141
4.2 Summary of the results and discussions for research question one and three........................................................................................ 155
4.3 The relationships between invisible pragmatic elements and English uses in the textbooks..............................................................160
CHAPTER FIVE CONCLUSION, IMPLICATIONS, LIMITATIONS, AND SUGGESTIONS....................................................................................162
5.1 Conclusion.....................................................................................162
5.2 Implications and suggestions for textbook editors and instructors 164
5.3 Limitation and suggestions for future studies..............................166
REFERENCE.........................................................................................168

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