本研究探討臺灣高中依據《十二年國民基本教育課程綱要（語文領域-英語文）》編寫之高中英文課本中，篇章（discourse）相關教學活動的呈現情形，並分析其在語意連貫性（coherence）與語法關聯性（cohesion）兩個面向的分布與重點。
研究以一套廣泛使用之版本為對象，涵蓋五冊共四十二課，並聚焦於「閱讀策略」、「篇章重點」、「課文架構圖」與「課文素養題」四個單元。研究採用依據相關文獻發展之編碼表，從語意連貫性與語法關聯性兩方面，系統性分析教科書中篇章相關活動的類型與分布情形。
研究結果顯示，在語法關聯性方面，教材主要透過篇章重點（Language Highlight）單元活動教授連接詞（conjunction）與指代關係（reference），部分符合課綱的要求，但詞彙連貫（lexical cohesion）、省略（ellipsis）與替代（substitution）等類型明顯不足，其他單元幾乎未涉及相關活動。在語意連貫性方面，「閱讀策略」與「課文架構圖」單元主要著重篇章整體結構及段落主旨與支持細節之間的關係，但對主題連貫（topic continuity）及細節之間關係的關注有限，顯示教材對課綱中段落與篇章層次連貫的訓練仍有不足之處。
整體而言，本研究指出該套教材對學習者篇章能力的培養呈現部分符合課綱的情形，但仍有不足之處。教師可依據分析結果進行教材選用與教學補充，教材編寫者亦可於未來版本中增補欠缺的語法關聯性與語意連貫性活動，以更完整地支援學習者的篇章能力發展。此外，本研究所建構之編碼表可作為後續教材分析與評鑑研究之參考架構。

This study investigated how discourse-related activities are presented in Taiwan’s senior high school English textbooks developed in accordance with the English Curriculum Guidelines. It examined the distribution and instructional focus of these activities in terms of coherence and cohesion.
The analysis centered on one widely used textbook series (comprising five volumes and forty-two lessons), with a particular focus on four sections: Reading Strategy, Language Highlight, Graphic Organizer, and Comprehension Practice. A coding scheme developed based on relevant literature was employed to systematically analyze the types and distribution of discourse-related activities from the perspectives of coherence and cohesion.
The findings indicate that, in terms of cohesion, the Language Highlight section primarily addressed reference and conjunction, partially meeting the curriculum’s requirements, while other types, including lexical cohesion, ellipsis, and substitution, were largely absent. Other sections contained minimal or no cohesion-related activities. Regarding coherence, the Reading Strategy and Graphic Organizer sections emphasized overall text structure and the relationship between topic sentences and supporting details, but paid little attention to topic continuity and relationships among adjacent sentences, suggesting only partial compliance with the curriculum.
Overall, the results suggest that the textbook series provides uneven support for the development of learners’ discourse competence, partially aligning with the curriculum but leaving gaps in certain cohesion and coherence features. Teachers are advised to refer to these findings when selecting and supplementing instructional materials, while textbook writers are encouraged to revise future editions to include the underrepresented discourse features, thereby providing learners with more comprehensive opportunities to develop discourse competence. Additionally, the coding scheme developed in this study may serve as a reference framework for future textbook analysis and evaluation research.

Byrd & Schuemann. (2014). English as a second/foreign language textbooks: how to choose them—how to use them. In Celce-Murcia et al (Eds.), Teaching English as a second or foreign language (pp. 380-394). Boston: Heinle Cengage Learning.
Campbell, K. S. (1995). Coherence, continuity, and cohesion:theoretical foundations for document design. Hillsdale, N. J.: Lawrence Erlbaum Associates.
Carrell, P. (1982). Cohesion is not coherence. TESOL Quarterly, 16(4), 479-488.
Eggins, S. & Slade, D. (1997). Analysing casual conversation. London, U.K. Cassell.
Celce-Murcia & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge, U. K.: Cambridge University Press.
Celce-Murcia & Olshtain, E. (2014). Teaching language through discourse. In Celce-Murcia et al (Eds.), Teaching English as a second or foreign language (pp. 424-437). Boston: Heinle Cengage Learning.
Che, Y.-T. (Ed.). (2021). Senior High School English Book 1. San Min Book Co., Ltd.
Che, Y.-T. (Ed.). (2021). Senior High School English Book 2. San Min Book Co., Ltd.
Che, Y.-T. (Ed.). (2022). Senior High School English Book 3. San Min Book Co., Ltd.
Che, Y.-T. (Ed.). (2022). Senior High School English Book 4. San Min Book Co., Ltd.
Che, Y.-T. (Ed.). (2023). Senior High School English Book 5. San Min Book Co., Ltd.
Chen, C.-Y. (Ed.). (2021). Senior High School English Book 1. Hanlin Publishing Co., Ltd.
Chen, C.-Y. (Ed.). (2021). Senior High School English Book 2. Hanlin Publishing Co., Ltd.
Chen, C.-Y. (Ed.). (2020). Senior High School English Book 3. Hanlin Publishing Co., Ltd.
Chen, C.-Y. (Ed.). (2020). Senior High School English Book 4. Hanlin Publishing Co., Ltd.
Chen, C.-Y. (Ed.). (2021). Senior High School English Book 5. Hanlin Publishing Co., Ltd.
Cho, Y. G. (2014). National discourse of EGL and English teaching in Korea: Focusing on education policies and teacher perspectives. Modern English Education, 15(4), 77-98.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
Coulthard, M. (1985). An introduction to discourse analysis. London, U. K.: Longman.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
Fenton-Smith, B. (2013). The application of discourse analysis to materials design for language learning. In Tomlinson, B (ed.), Applied linguistics and materials development (pp. 127-141).
Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing. London: Longman.
Grabe, W. & Stoller, F. L. (2002). Teaching and researching reading. Boston: Pearson Education.
Halliday, M. A. K., & Ruqaiya, H. (1976). Cohesion in English. London: Longman.
He, Q. (2014). A Study of Lexical Cohesion Theory in Reading Comprehension. International Journal of English Linguistics, 4(6), 143-150.
Hsieh, J-Z (2014). Textual Cohesion in Senior High School Students’ Expository Writings in Southern Taiwan (unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.
Hsu, C-C. (2018). Analyzing Cultural Content in Junior-High-School English Textbooks in Taiwan (unpublished master’s thesis). National Taiwan Chengchi University, Taipei, Taiwan.
Hsu, H-S. (2025). A Study of Cultural Content in the Editions of Senior High School English Textbooks Based on Curriculum Guidelines of 12-Year Basic Education in Taiwan (unpublished master’s thesis). National Taiwan Chengchi University, Taipei, Taiwan.
Huang, T. (2016). An Evaluation of English Textbooks for Taiwanese Senior High School Students: Matching the Subject Curriculum and Satisfying Students’ Learning Needs on English Grammar Learning (unpublished master’s thesis). National Chung Cheng University, Chiayi, Taiwan.
Hudson, T. (2007). Teaching second language reading. Oxford, U. K.: Oxford.
Hughes, R., & McCarthy, M. (1998). From sentence to discourse: Discourse grammar and English language teaching. TESOL Quarterly, 32(2), 263-287.
Jalilifar, A., & Mohammadi, M. (2011). Textbook evaluation: EFL learners’ needs in terms of cohesive devices. Linguistics and Literature Studies, 2(4), 151-158.
Jiang, X. (2012). Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension. Reading in a Foreign Language, 24(1), 84-105.
Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press.
Li, C-H. (2023). Critical Thinking Representation in English Textbooks for Taiwan’s Senior High Schools (unpublished master’s thesis). National Taiwan Chengchi University, Taipei, Taiwan.
Lin, H.-C. (Ed.). (2021). Senior High School English Book 1. Lungteng Cultural Co., Ltd.
Lin, H.-C. (Ed.). (2021). Senior High School English Book 2. Lungteng Cultural Co., Ltd.
Lin, H.-C. (Ed.). (2022). Senior High School English Book 3. Lungteng Cultural Co., Ltd.
Lin, H.-C. (Ed.). (2022). Senior High School English Book 4. Lungteng Cultural Co., Ltd.
Lin, H.-C. (Ed.). (2023). Senior High School English Book 5. Lungteng Cultural Co., Ltd.
Liu, Y.-T. (Ed.). (2023). Senior High School English Book 1. San Min Book Co., Ltd.
Liu, Y.-T. (Ed.). (2023). Senior High School English Book 2. San Min Book Co., Ltd.
Liu, Y.-T. (Ed.). (2024). Senior High School English Book 3. San Min Book Co., Ltd.
Liu, Y.-T. (Ed.). (2024). Senior High School English Book 4. San Min Book Co., Ltd.
Liu, Y.-T. (Ed.). (2025). Senior High School English Book 5. San Min Book Co., Ltd.
Luo, Y. (2020). Rationales for discourse‑based English teaching and connotation of discourse competence in senior middle schools. International Journal of Humanities and Social Science Invention, 9(8), 17-21.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press.
McCarthy, M. & Carter, R. (1994). Language as discourse: perspectives for language teaching. New York : Longman.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh, U. K.: Edinburgh University Press
Ministry of Education (MOE). (2018). English Curriculum Guidelines for the Twelve-Year Basic Education for Elementary, Junior High, and Senior High Schools. 教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通高級中等學校語文領域－英語文。台灣。
Nuttall, C. (1996). Teaching Reading Skills. Oxford University Press.
Olshtain, E. & Cohen, E. (2005). Knowing about expository texts: meta-textual awareness and reading comprehension. In Frodesen, J. & Holten, C. (Eds.), The power of context in language teaching and learning (pp. 141-151). Boston: Heinle.
Richards, J. C. (2017). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Schiffrin, D. (1994). Approaches to discourse. Cambridge: Blackwell.
Thornbury, S. (2005). Beyond the Sentence. Cambridge University Press.
Tseng, Y. T. (2009). Textual cohesion in Taiwanese college students’ English writing: a quantitative and qualitative study (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Ullah, Z., Ahmad, Z., & Ullah, S. (2023). An analysis of cohesion in secondary-level textbooks of Khyber Pakhtunkhwa. Pakistan Journal of Law, Analysis and Wisdom, 2(2), 97-106.
Yeh, H. N. (2016). Prospects of English Textbooks for Elementary and High Schools in View of. Draft Curriculum. Journal of Textbook Research, 9(3), 143-168.