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

Alcón-Soler, E. (2005). Does instruction work for learning pragmatics in the EFL   context?. System, 33(3), 417-435.
Alcón-Soler, E. (2007). Fostering EFL Learners' Awareness of Requesting through Explicit and Implicit Consciousness-raising Tasks. In María del Pilar García Mayo (Ed.). Investigating Tasks in Formal Language Learning (pp. 221-241). Bristol, England: Multilingual Matters.
Alcón-Soler, E., & Martínez-Flor, A. (2008). Pragmatics in foreign language contexts. In Alcón-Soler, E., & Martínez-Flor, A (Eds.). Investigating pragmatics in foreign language learning, teaching and testing (pp. 3-25). Multilingual Matters
Almazloum, M. Z. R. (2007). Evaluating the content of English for Palestine, Grade Ten Textbook in the light of the Standards for Foreign language Learning (Master’s thesis). The Islamic University of Gaza, Gaza, Palestine.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford university press.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In Rose, K. & Kasper, G. (Eds.). Pragmatics in language teaching (pp. 13-32). Cambridge University Press.
Bardovi-Harlig, K. (1996). Pragmatics and Language Teaching: Bringing Pragmatics and Pedagogy Together. Pragmatics and Language Learning. Monograph Series, 7, 21-39. 
Bardovi-Harlig, K. & Mahan-Taylor, R. (2003). Teaching Pragmatics. Washington DC: U.S. Department of state Office of English Language Programsat. Retrieved from http//exchanges.state.gov/education/engteaching/pragmatics.htm
Bardovi-Harling, K., Hartford, B. A. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W. (1991). Developing pragmatic awareness: closing the conversation. ELT Journal, 45(1), 4-15.
Bardovi-Harlig, K., & Hartford, B. S. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic change. Studies in Second Language Acquisition, 15(3), 279-304.
Hartford, B. S. and K. Bardovi-Harlig. 1989. Structuring the interview: An examination of native and nonnative participation. Paper presented at the Third Annual Conference on Pragmatics and Language Learning. Urbana, IL.
Barron, A. (2005). Variational pragmatics in the foreign language classroom. System, 33(3), 519-536.
Berelson, B. (1952). Content analysis in communication research. Free Press
Belk, R. W. (1975). Situational variables and consumer behavior. Journal of Consumer research, 2(3), 157-164.
Bouton, L. F. (1989). So They Got the Message, but How Did They Get It?. IDEAL, 4, 119-49.
Brown, H. D. (2001). Teaching by principle.  San Francisco State University.
Brown, A., Goodwin, B. J., Hall, B. A., & Jackson-Lowman, H. (1985). A review of psychology of women textbooks: Focus on the Afro-American woman. Psychology of Women Quarterly, 9(1), 29-38.
Canale, M. (1983). On some dimensions of language proficiency. The Ontario Institute for Studies in Education.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Chan, Y. W. (2004). Junior high school English teachers’ ideas of current English textbooks in Tainan County (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.
Chang, S. C. (2004). Integrating cultural education into FL class for intercultural communication. Soochow Journal of Foreign Languages and Cultures, 19, 203-221.
Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at New American Inside Out. The Journal of Asia TEFL, 8(2), 189-210
Chen, L. C. (2007). A study of cultural content in EFL textbooks of junior high schools (Unpublished Master’s thesis). National Chung Cheng University, Chia-Yi, Taiwan.
Chiang, H. W. (2013). A study of cultural content and cultural awareness in junior high school English textbooks. (Master’s thesis). National Taichung University of Education. Taichung, Taiwan. 
Chomsky, N. (1965). Aspects of the theory of syntax. The Massachusetts Institution of Technology.
Chu, Y. J. (2017). The Hidden Curriculum in English Textbooks: 
In Gender Stereotype, Racial Diversity, and Children’s Role Perspectives (Master’s thesis). National Chiayi University, Chiayi, Taiwan. 
Conti, N. E., & Kimmel, E. B. (1993). Gender and Cultural Diversity Bias in Developmental Textbooks. Paper presented at the Annual Meeting of the Southeastern Psychological Association, 1-27. 
Crystal, D. (2008). A dictionary of linguistics and phonetics . 6th edition. Oxford.
Dorcheh, H. H., & Baharlooie, R. (2016). Development of pragmatic competence. Journal of Language Teaching and Research, 7(1), 152-157.
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT journal, 59(3), 199-208.
Eslami-Rasekh, Z., Eslami-Rasekh, A., & Fatahi, A. (2004). The Effect of Explicit Metapragmatic Instruction on the Speech Act Awareness of Advanced EFL Students. TESL-EJ, 8(2), 2-12.
Faerch, C., & Kasper, G. (Eds.). (1983). Strategies in interlanguage communication. Longman Pub Group.
Gentner, D., & Stevens, A. L. (1983). Mental models. Lawrence Erlbaum Associates
Gomez-Laich, M. P. (2016). Second language learners’ divergence from target language pragmatic norms. Studies in Second Language Learning and Teaching, 6(2), 249-269.
Hanifa, R. (2018). EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia. Advances in Language and Literary Studies, 9(2), 166-174.
House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in second language acquisition, 18(2), 225-252.
Huang C. J. (2010). Content Analysis of Social Class Ideology in the Junior high School English Textbooks (Master’s thesis). National Taipei University of Education, Taipei, Taiwan.
Hsu, C. C. (2018). Analyzing Cultural Content in Junior-High-School English Textbooks in Taiwan (Master’s thesis). National Chengchi University , Taipei City, Taiwan. 
Hymes, D. (1972). 1972 On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.). Sociolinguistics: Selected Readings. (pp. 269–293). Penguin Books.
Ishihara, N., & Cohen, A. D. (2014). Teaching and learning pragmatics: Where language and culture meet. Routledge.
Kasper, G. (1997a). Can pragmatics be taught? [Plenary speech]. Retrieved from http/www.nrlfc.hawaii.edu/NetWorks/NW06/
Kasper, G. (1997b). The role of pragmatics in language teacher education. In Bardovi-Harlig, K., & Hartford, B. S. (Eds.). Beyond methods: Components of second language teacher education (pp.113-136). McGraw-Hill.
Kasper, G., & Rose, K. R. (2002). The role of instruction in learning second language pragmatics. Language Learning, 52, 237-273.
Keshavarz, M. H., Eslami, Z. R., & Ghahraman, V. (2006). Pragmatic transfer and Iranian EFL refusals: A cross-cultural perspective of Persian and English. Pragmatics and language learning, 11(2), 359-401.
Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501.
Kubota, M. (1995). Teachability of Conversational Implicature to Japanese EFL Learners.  Institute for Research in Language Teaching Bulletin, 9, 35-67.
Kuo, L. C. (2017). Culture Teaching in Taiwan Junior High School English Textbooks (Master’s thesis). National Changhua University, Changhua, Taiwan.
Lin, Y. Y. (2015) Content Analysis of Social Class in Junior High School English Textbooks. (Master’s thesis). MingDao University, Changhua, Taiwan.
Leech, G. (1983) Principles of pragmatics. Longman.
LoCastro, V. (1997). Politeness and pragmatic competence in foreign language education. Language Teaching Research, 1(3), 239-267.
Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence. Applied linguistics, 15(3), 263-287.
Mathews, R. C., Buss, R. R., Stanley, W. B., Blanchard-Fields, F., Cho, J. R., & Druhan, B. (1989). Role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(6), 1083-1100.
Masouleh, F. A., Arjmandi, M., & Vahdany, F. (2014). The effect of explicit metapragmatic instruction on request speech act awareness of intermediate EFL students at institute level. Universal Journal of Educational Research, 2(7), 504-511.
MOE, Taiwan. 2004. General guidelines of grade 1-9 curriculum of elementary and junior high school education. Retrieved from http://teach.eje.edu.edu.tw/9CC/declare/content/php?ID=341
MOE, Taiwan. 2006. The Nine-Year Integrated Curriculum for elementary and junior high school revised curriculum guidelines for the Language Art. Retrieved from http://teach.eje.edu.tw/9CC/fields/2003/language05suorce.php
O' Keefe, A, Clancy, B., & Adolphs, S. (2011). Introducing pragmatics in use. Routledge.
Olshtain, E., & Cohen, A. (1990). The learning of complex speech act behaviour. TESL Canada journal, 7, 45-65.
Porreca, K. L. (1984). Sexism in current ESL textbooks. TESOL quarterly, 18(4), 705-724.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Rose, K. R. (2001). Compliments and compliment responses in film: Implications for pragmatics research and language teaching. IRAL, 39(4), 309-326.
Rose, K.R., & Ng K. C. (2001). Inductive and deductive teaching of compliments and compliment responses. In Rose, K.R., Kasper, G. (Eds.), Pragmatics in Language Teaching (pp. 145–170). Cambridge University Press. 
Rubin, J., Thompson, I., & Sun, H. (1982). How to be a more successful language learner. Heinle & Heinle.
Schauer, G. (2006). Knowing when to say what to whom: A longitudinal investigation of students' pragmatic development in a L2 university context. 31st LAUD Symposium.
Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In Kasper. G & Blum-Kulka, S (Eds.). Interlanguage pragmatics (pp.21-42). Oxford University Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.
Shapiro, G., & Markoff, J. (1997). A Matter of Definition. In Roberts, C.W. (Ed.). Text Analysis for the Social Sciences: Methods for Drawing Statistical Inferences from Texts and Transcripts (pp. 9-34). Routledge. 
Silva, A. J. B. (2003). The effect of instruction on pragmatic development: Teaching polite refusals in English. Second Language Studies, 22(1), 55-106.
Taguchi, N. (2007). Development of speed and accuracy in pragmatic comprehension in English as a foreign language. Tesol Quarterly, 41(2), 313-338.
Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289-310.
Taguchi, N. (2012). Context, individual differences and pragmatic competence (Vol. 62). Multilingual Matters.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In Kasper, G., & Rose, K. R. (Eds.). Pragmatics in language teaching (pp.171-199). Cambridge University Press.
Takahashi, S. (2010). Assessing learnability in second language pragmatics. In Trosborg, A. (Ed). Pragmatics across languages and cultures (pp. 391-421). De Gruyter Mouton. 
Takimoto, M. (2006a). The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System, 34(4), 601-614.
Takimoto, M. (2006b). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research, 10(4), 393-417.
Tang, S. J. (2013). Gender Equality in English Textbooks and Teacher Awareness of Gender Bias in Junior High School EFL Education (Doctoral dissertation). Tamkang University, New Taipei City, Taiwan.
Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines: Japanese sumimasen. In Kasper, G., & Rose, K. R. (Eds.). Pragmatics in language teaching (pp.223-244). Cambridge University Press. 
Tateyama, Y. (2007). JFL learners’ pragmatic development and classroom interaction examined from a language socialization perspective. Selected Papers from Pragmatics in the CJK Classroom: The State of the Art, 181-202. Retrieved from http://nflrc.hawaii.edu/CJKProceedings/ 
Tateyama, Y., Kasper, G., Mui, L. P., Tay, H. M., & Thananart, O. O. (1997). Explicit and implicit teaching of pragmatic routines. Pragmatics and language learning, 8, 163-178.
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied linguistics, 4(2), 91-112.
Tseng, S. D. (2008). On Five Themes in English Language and Cultural Instruction. Spectrum: Studies in Language, Literature, Translation, and Interpretation, 2, 13-22. Retrieved from http://dx.doi.org/10.29601/YYWYLL.200801.0002
Usó-Juan, E., & Martínez-Flor, A. (2006). Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills. In Usó-Juan, E., & Martínez-Flor (Eds.). Current trends in the development and teaching of the four language skills (pp. 3-25). Walter de Gruyter GmbH 
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in second language acquisition, 15(2), 225-243.
Van Dijk, T. A. (1977). Context and cognition: Knowledge frames and speech act comprehension. Journal of pragmatics, 1(3), 211-231.
Van Driem, G. (2004). Language as organism: A brief introduction to the Leiden theory of language evolution. Studies on Sino-Tibetan Languages: Papers in Honor of Professor Hwang-cherng Gong on his Seventieth Birthday, 1-9.
Vyatkina, N., & Belz, J. A. (2006). A learner corpus-driven intervention for the development of L2 pragmatic competence. In Bardovi-Harlig, K., Felix-Brasdefer, J. C., & Omar, A. S. (Eds.), Pragmatics and language learning (Vol. 11) (pp.315-357). National Foreign Language Resource Center.
Wang, Y.S. (2015). Gender Issues in Junior High School English Textbooks (Master’s thesis). National Chung Cheng University, Chiayi, Taiwan.
Wang, Y, C, (2017). An Exploration of Conversations in Junior High School English Textbooks in Taiwan (Master’s thesis). Southern Taiwan University of Science and Technology, Tainan, Taiwan.
Williams, M. (1988). Language taught for meetings and language used in meetings: Is there anything in common?. Applied linguistics, 9(1), 45-58.
Wu, J. (2010). A Content Analysis of the Cultural Content in the EFL Textbooks/Une analyse de contenu du contenu culturel dans les manuels en Anglais. Canadian Social Science, 6(5), 137-144.
Yang, T. H. (2009). Content Analysis of Class Ideology in the English Textbooks (Master’s thesis). National Pingtung University of Science and Technology, Pingtung, Taiwan.
Yu J. I. (2007). A Descriptive Study of Teaching Culture to Junior High School Students in EFL Classroom (Master’ thesis). National Yunlin University of Science and Technology, Yunlin, Taiwan. 
Kang Hsuan Educational Publishing Group (2018, September). Textbook information. Retrieved from https://www.knsh.com.tw/_KNSH/Version.asp
Joy English. (2017, July 7). 2006 National Middle School Textbook Selection, Jiayin Hanlin once again won! Facebook. Retrieved from https://is.gd/OoaIxx
The Dooyeweerd Pages. (2019). Reflections on Power and Power 
Relations. Retrieved from http://kgsvr.net/dooy/power.html#admin