「真實性」是外語教學在內容設計及呈現上一項不可忽視的原則。它強調：教科書的編寫，要有意識地為學習者展現出語言在實際運用中的意義和功能。而除了文本(text)之外，有越來越多的教育者也強調「真實性的教學活動(authentic tasks/activities)」在教學過程中的重要性。本篇論文主要在探討是否現行國中英語教科書中的活動設計符合「真實性」的原則。此研究以Littlewood(2004)提出的教學活動分類作為架構，觀察台灣現行使用率最高的五套國中英語教科書中的教學活動分屬何種類型，分析及探究其中有哪些活動是符合「以真實溝通為目的」的原則，同時比較真實性教學活動分布在這五版教科書中的情況。
分析結果顯示，絕大多數的活動設計，是以學習語言形式為主要目的，極少數的活動有機會讓學習者運用語言、傳達訊息。此外，有些教科書中，甚至完全缺少以真實溝通為目的的教學活動。也就是說，透過現行的教科書，學生只是從事句型文法的練習，極少實際利用學到的語言進行溝通。顯然這些開放後由民間出版社編輯的英語教科書，就教學活動真實性的問題，尚有很大的改善空間。

Authenticity has been regarded as one of the essential principles in EFL/ESL teaching. It is emphasized that the content of the textbooks can realistically reflect the genuine meaning and function of the language used in real-life situations. Aside from the authenticity of text itself, more and more teachers and educators recognize the value of using authentic activities for teaching and learning purposes. The thesis aims to examine whether and how the language learning activities in our EFL textbooks pertain to authenticity. We explore what authentic learning activities in these textbooks are, and how they are different as found in different textbooks. By following a rating scale developed on the basis of Littlewood’s (2004) five activity types (non-communicative learning, pre-communicative language practice, communicative language practice, structured communication and authentic communication), we evaluate and compare the language learning activities provided in five sets of English textbooks frequently used in Taiwan in terms of their task authenticity.
The result of our analysis reveals that most language learning activities in the five commonly used sets of English textbooks are designed mainly for the practice of the linguistic forms. Few of the activities provide learners with the chance of exposure to real communication situations and applying their language skills in authentic ways. Even some of the textbook series don’t contain any authentic learning activities at all. It is clear that textbook writing in Taiwan still focuses on linguistic forms – a situation that has lasted for decades and more changes in textbook writing are needed in order to move forward to genuine communication.

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