本研究旨在以英文為全球共通語觀點，結合十二年國教之面向來分析新出版的高中英文教科書，以及教師如何運用這些教科書及其教學法。藉由教科書分析、教師訪談及課堂觀察，本研究探討新版本的高中英語教科書其內容設計如何呈現英文為全球共同語的觀點，以及授課教師如何以英文為全球共通語的觀點來運用教科書內容，同時就學習者的需求以及教學情境而言，其教學法為何。本研究發現這些新出版的教科書只些許的反映了英文為全球共通語的觀點。此外，這些教科書並未提供內容或活動可以提升學生對英文為全球共通語的認知，也沒有提供習題或者是活動可以增進學生對如何使用跨文化溝通策略的了解。本研究亦發現儘管授課老師肯定這些教科書反映了部份十二年國教的基本精神，並且根據教科書提供的內容，加上自己選擇的或者是重新編排的補充教材來授課。然而，這些自編的教材並未反映任何英文為全球共通語的觀點。本研究同時以英文為全球共通語觀點，對高中英文教科書的設計及教學法提出建議。

This study aims to examine the newly-developed high school English textbooks currently used in tenth-grade in Taiwan regarding the content and pedagogy from the perspective of ELF in relation to the Twelve-Year Basic Education Curriculum Guidelines. The study was conducted in a high school with the textbooks adopted in regular English classes as well as selective courses. The research methods in this study consist of interviews with teachers, classroom observations and textbook analysis. The purpose of the study is to investigate how and to what extent the newly-developed textbooks reflect ELF perspectives and how teachers use the textbooks in terms of learners’ needs and teaching context. The study indicates that the textbooks slightly reflect an ELF perspective despite the key features of the Twelve-Year Basic Education Curriculum Guidelines. Additionally, these textbooks provide neither content and activities developing students’ ELF awareness nor exercises or tasks promoting students’ intercultural communication strategies to prepare them to become competent ELF users. As for the use of the textbooks, it is found that the interviewed teachers basically taught what the textbooks provided with the supplementary materials selected or adapted specifically for their students. However, these self-made materials reflect no ELF perspectives. Finally, implications arising from the study as well as suggestions for the design of high school English textbooks with an ELF perspective are also discussed.

Table of Contents
LIST OF TABLE V
CHAPTER ONE 1
INTRODUCTION 1
1.1 Background of the Problem 1
1.2 Purpose of the Study 4
1.3 Definition of Terms 5
1.4 Research Questions 6
1.5 Outline of the Study 7
CHAPTER TWO 8
LITERATURE REVIEW 8
2.1 English as a Lingua Franca in English Language Teaching 8
2.2 ELT in Taiwan 10
2.3 Textbooks and ELF 11
2.4 ELF Attributes 16
2.5 The Twelve-Year Basic Education Curriculum Guidelines and ELF 19
2.5.1 ELF Attributes and Dimension of Spontaneity 20
2.5.2 ELF Attributes and Dimension of Communication and Interaction 21
2.5.3 ELF Attributes and Dimension of Social Participation 22
CHAPTER THREE 28
METHODOLOGY 28
3.1 Textbook Selection 28
3.2 Research Procedures 29
3.2.1 Participants and Setting 29
3.2.2 Analysis Framework 31
CHAPTER FOUR 41
DATA ANALYSIS 41
4.1 Quantitative Data Analysis 41
4.2 Qualitative Data Analysis 43
4.2.1 The Embodiment of ELF Attributes in the Textbooks 44
4.2.2 Teachers’ Use of the Textbooks 54
CHAPTER FIVE 62
DISCUSSION OF FINDINGS 62
5. 1 Textbook Analysis from an ELF Perspective 62
5.1.1 Number of Units Reflecting ELF Attributes 62
5.1.2 Distribution of Units Reflecting the ELF Attributes in Each Textbook Version 63
5.2 The Embodiment of ELF Attributes in the Textbooks 65
CHAPTER SIX 72
SUGGESTIONS AND CONCLUSION 72
6.1 Suggestions 72
6.2 Conclusion 78
REFERENCES 80
APPENDIX A: ANALYSIS FRAMEWORK FOR TEXTBOOKS USED AT SENIOR HIGH SCHOOLS 90
APPENDIX B: LIST OF THE TEXTBOOKS BEING ANALYZED 91
APPENDIX C: INTERVIEW PROTOCOL 92
APPENDIX D: OBSERVATION FOCUS 93

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