台南市從民國八十七年開始實施國小二到六年級英語教學，教育局為求教材的一貫性，招集了十名富教學經驗的國小英語教師並邀請數位大學教育相關系所的教授共同組成一個編輯團，Enjoy系列的自編英語教材第一冊於九十年誕生。本研究藉由內容活動的分析及問卷收集使用者的意見來評鑑本套教材，希望研究結果可供往後教材繼續編寫之參考，同時期讓老師們對Enjoy有更多的瞭解。
　　本研究結果如下：
1.Enjoy符合「溝通式語言教學」的準則，尤其在社
會語言（sociolinguistic）及語談（discourse）方
面。
2.大多數教師皆能瞭解且認同Enjoy的編輯理念。
3.大致上教師們認同Enjoy的設計，只是提出一些建議以供
改進，例如教師手冊內的建議活動應該更實用一些、教
具宜更多樣化以及減少各課句型的份量。
4.普遍來說，學生喜歡這套教材。
5.班級人數多寡對教學效果影響甚深。
6.年經和缺乏教學經驗的老師較依賴教師指引。

Tainan City started to implement elementary school English teaching since early 1998. The subjects are the students of grade two through grade six. Concerned about the consistency of textbook usage, the Educational Bureau of Tainan City Government invited ten experienced elementary school English teachers and some university professors of education to form an editorial board. In 2001, the first volume of this originally developed English textbook series, Enjoy, was born. This study aims to assess this textbook by analyzing its contents and activities and conducting a questionnaire survey to collect users’ perceptions of it. Hopefully, the findings of the study can provide some reference for the writing of further volumes and for a better understanding of Enjoy by teachers.
The main findings of this study are summarized as following:
1.Enjoy follows the principles of CLT, especially
the sociolinguistic aspect and discourse aspect.
2.The majority of the teachers understand and
approve of Enjoy’s rationale.
3.Generally speaking, the teachers approve of the
design of Enjoy. Some suggestions given by the
teachers for further improvement are that the
suggested activities in the teachers’ manual
should be more practical, teaching aids are
expected to be more variable, and the amount of
sentence patterns can be reduced in each lesson.
4.Students like Enjoy in general.
5.The size of the class has a great impact on
English teaching and learning.
6.Younger and inexperienced teachers tend to rely
more heavily on the teachers’ guide.

Allright, R. L. (1981). What do we want teaching materials for? ELT
Journal, 36(1), 5-17.
Allwright, R. (1979). Language learning through communication
practice. In C. J. Brumfit, & K. Johnson (Eds.), The
communicative approach to language teaching (pp. 167-181).
Oxford: Oxford University Press.
Bachman, Lyle F. (1990). Fundamental considerations in language testing. Oxford:
Oxford University Press.
Best, J. W., & Kahn, J. V. (1998). Research in education (8th ed.).
Boston: Allyn and Bacon.
Biddle, B. J., & Berliner, D. C. (2002). Small classes and their effects.
From Education Policy Report Project, Education Policy Studies
Laboratory website:
http://www.asu.edu/educ/epsl/EPRP/Reports/EPSL-0202-101-EPRP/EPSL-0202-101-EPRP.htm
Canale, M. (1983). Communicative competence to communicative language pedagogy.
In J. C. Richards, & R. W. Schmit (Eds.), Language and communication (pp.
2-27). New York: Longman.
Chastain, K. (1988). Developing second-language skills: Theory and practice.
Florida: Harcourt Brace Jovanovich.
Chen C. H. (2000). Senior high school English teachers’ perceptions of the new
English teaching materials and their usage in southern Taiwan. Master’s
thesis, National Kaohsiung Normal University.
Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University
Press.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford,
England: Heinemann.
Dubin, F., & Olshtain, E. (1986). Course design: Developing programs and
materials for language learning. New York: Cambridge University Press.
Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT
Journal, 51(1), 36-42.
Finocchiaro, M. (1964). Teaching Children Foreign Languages. New York:
McGraw-Hill.
Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: From
theory to practice. New York: Oxford University Press.
Fromkin, V., & Rodman, R. (1993). An introduction to language (5th ed.). New
York: Harcourt Brace & Company.
Gay, L. R. (1992). Educational research: Competencies for analysis and
application (4th ed.). New York: Merrill.
Graham, J. L. (1990). An exploratory study of the process of marketing
negotiations using a cross-culture perspective. In R. C. Scarcella, E. S. Andersen, & S. D. Karashen (Eds.), Developing communicative competence in a
second language (pp. 239-269). Boston: Heinle & Heinle.
Grant, N. (1987). Making the most of your textbook. London: Longman.
Gumperz, J. J. (1990). Communicative competence in workplace. In
R. C. Scarcella, E. S. Andersen, & S. D. Karashen (Eds.), Developing communicative competence in a second language (pp. 223-237). Boston: Heinle &
Heinle.
Hadley, A. O. (2001). Teaching language in context (3rd Ed.). MA: Heinle & Heinle
Publishers.
Halliday, M. A. K. (1970). Language structure and language function. In J. Lyons
(Ed.), New horizons in linguistics (pp. 140-165). Harmondsworth: Penguin.
Halliwell, S. (1992). Teaching English in primary classroom. New
York: Longman.
Harmer, J. (1982). What is communicative? ELT Journal, 36 (3), 164-168.
Harmer, J. (1991). The practice of English language teaching.
New York: Longman.
Holmes, J. (1992). An introduction to sociolinguistics. New York:
Longman.
Hsu, P. C. (2001). A comparison of language learning activities in two sets of
junior high school English textbooks. Master’s thesis, National Taiwan
Normal University.
Huang, R. L. (1999). An evaluation of the new version of junior high school EFL
teaching materials based on the communicative theory model. Mater’s thesis,
National Kaohsiung Normal University.
Hymes, D. H. (1979). On communicative competence. In C. J. Brumfit, & K. Johnson,
The communicative approach to language teaching (pp. 5-26). Oxford: Oxford
University Press.
Jannedy, S., Poletto, R., & Weldon, T. L. (1994). Language files: Materials for
an introduction to language & linguistics (6th ed.). Ohio: Ohio State
University Press.
Johnson, K., & Morrow, K. (Eds.), (1981). Communication in the classroom:
Applications and methods for a communicative approach. London: Longman.
Johnson, K., & Porter, D. (1983). Perspectives in communicative language
teaching. London: Academic Press.
Kachaturoff, G. (1982). Textbook evaluation and selection: A professional
responsibility. The Social Sutdies, 73(1), 32-36.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New
York: Oxford University Press.
Littlewood, W. (1981). Communicative language teaching: An
introduction. Cambridge: Cambridge University Press.
MacCarthy, M., & Carter, R. (1994). Language as discourse: Perspectives for
language teaching. New York: Longman.
McMillan, J. H., & Schumacher, S. (1993). Research in education: A
conceptual introduction (3rd ed). New York: HarperCollins College.
Michael H. L., & Jack C. R. (eds.). (1987). Methodology in TESOL: A book of
readings. New York ; Singapore : Newbury House : Harper & Row.
Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for
defining the content of purpose-specific language programme. New York:
Cambridge University Pres.
Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language:
Techniques and procedures. Massachusetts: Winthrop.
Richards, J. C., Platt, J., & Platt, H. (1998). Longman dictionary of language
teaching & applied linguistics. Hong kong: Addison Wesley Longman China
Limited.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language
teaching: A description and analysis. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (1987). Method: Approach, design, and
procedure. In M. H. Long, & J. C. Richards, Methodology in TESOL: A book of
readings (pp. 145-157). New York: NewBury House.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In
J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119).
New York: MacMillan.
Rivers, W. (1981). Teaching foreign language skills (2nd ed.). Chicago, IL: The
University of Chicago Press.
Rivers, W, M. (1983). Communicating naturally in a second language: Theory and
practice in language teaching. Cambridge: Cambridge University Press.
Robinett, B. W. (1978). Teaching English to speakers of other languages:
Substance and technique. University of Minnesota Press.
Savignon, S. J. (1983). Communicative competence :Theory and classroom practice:
Texts and contexts in second language learning. Reading, Mass:
Addison-Wesley.
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL
Quarterly, 25 (2), 261-277.
Savignon, S. J. (2002). Communicative competence theory and classroom practice:
Texts and contexts in second language learning (2nd ed.). Boston:
McGraw-Hill.
Shaw, P. A., & Bailey, K. M. (1990). Cultural differences in academic settings.
In R. C. Scarcella, E. S. Andersen, & S. D. Karashen (Eds.), Developing
communicative competence in a second language (pp. 317-328). Boston: Heinle
& Heinle.
Sheldon, Leslie E. (1988). Evaluating ELT textbooks and materials. ELT Journal,
42 (2), 237-246.
Skierso, A. (1991). Textbook selection and evaluation. In Mariance celce-Marcia
(Ed.), Teaching English as a second or foreign language (pp. 3-10). Boston:
Heinle & Heinle.
Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative,
student-centered component. TESOL Quarterly, 17 (1), 69-88.
Taylor, B. P. (1987). Teaching ESL: Incorporating a communicative,
student-centered component. In M. H. Long, & J. C. Richards, Methodology in
TESOL: A book of readings (pp. 45-60). New York: New Bury House.
Terrell, T. (1977). A natural approach to second language acquisition
and learning. Modern Language Journal, 61, 325-337.
Westbury, I. (1990). Textbooks, textbook publishers, and the quality of the
school. In D. L. Elliott, & A. Woodward (Eds.), Textbooks and schooling in
the United States (pp. 1-20). Chicago, IL: The University of Chicago Press.
Widdowson, H. G. (1978). Teaching language as a communication. Oxford: Oxford
University Press.
Widdowson, H. G. (1979). Teaching language as communication. In C. J. Brumfit, &
K. Johnson, The communicative approach to language teaching (pp. 5-26).
Oxford: Oxford University Press.
Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press.
Wilkins, D. (1983). Some issues in communicative language teaching and their
relevance to the teaching of languages in secondary schools. In K. Johnson,
& D. Porter (Eds.), Perspectives in communicative language teaching
(pp.23-46). London: Academic Press.
Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal,
37 (3), 251-255.
Williams, E. (1983). Communicative reading. In K. Johnson, & D. Porter (Eds.),
Perspectives in communicative language teaching (pp. 171-188). London:
Academic Press.
Wu, S. T. (2002). An evaluation of the current set of junior high school English
textbooks. Master’s thesis, National Chengchi University.
Yule, G. (1996). The study of language (2nd ed.). Cambridge: Cambridge University
Press.
Zoltan, D. (1995). On the teachability of communication strategies.
TESOL Quarterly, 29 (1).
Hu S. F. (胡淑芳). (1999). 教科書評鑑規準研究—以國中英語科為例。碩士論文。國立中
正大學。
Tseng, C. C. (曾建肇). (1999a). 台南市國小英語教材研究。台南市政府教育局
八十七年度委託研究計劃成果報告。台南：台南市政府教育局。
Tseng, C. C. (曾建肇). (1999b). 國小英語教材篩選與自編--以台南市為例。 跨
世紀國小英語教學研討會論文集。台北：中華民國教育部。頁1-20。
Tseng, C. C. (曾建肇). (1999c). 兒童英語啟蒙教材的編纂與篩選。班級經營，4(2)，頁3
-10。