近年來真實材料（Authentic Materials）在人文科學研究中，已漸漸成為主流，尤其廣泛運用在語文研究或語言教學上，依照Goodman（1986）的說法，語言學習若要達到效果，必須是真實的、自然的、有意義的、合理的、有趣的、跟學生相關的、並屬於學生經驗的。真實材料即具備以上的條件，常常是L2教學活動的重要資藉。事實上，真實材料不僅適用於第二語言學習者，也適用於第一語言的語文教學。然依筆者經驗，由於國內重文輕語的語文教育，學生缺乏語法概念的培養，普遍語感不足。再者，吾人發現語法教學的教材語料，在日常生活中隨處可見，如報章雜誌的標題、廣告台詞、流行歌詞、甚至是令人發笑的笑話，看似平凡卻奇絕，都是接引學生進入「語法」世界的觸媒。為了喚醒學生的語感，筆者嘗試運用真實材料設計課程，並鼓勵學生參與發掘生活語料運用於華語教學實習，結果學生的語感細胞彷彿重新甦活般，上課氣氛明顯改善。為了印證真實語料在語法教學應用的效果，筆者曾以修語法課的學生為對象，設計五分制問卷，調查運用真實材料於語法教學上的滿意度，結果在40分的有效問卷中，整體滿意度達4.3以上。基於這樣的教學經驗，本文想進一步彙整相關語法教學的真實材料，尤其以新聞報導、廣告金句、流行歌詞、日常生活言談與笑話等方面加以探討，並舉實例說明真實材料在語法教學上的應用。旨在於：1 提供真實材料的語法教學模式，讓理論與現實生活產生連結，從而活化教學情境，提高學生學習意願與能力。2 跳脫語法書的書面教材，從真實生活世界尋求現有的語料，反映語法教學不離實際生活語料，引導學生從生活現實中掘發教材資源。3 開發適用於台灣華語語法教學的真實語料，展現台灣語法教學教材的獨特性。

Recently in humanities research, the ”Authentic Materials” approach has become increasingly important. Especially it's widely used in language study or language teaching. According to K. Goodman (1986), a language learning expecting the designed objectives must create a real, natural, meaningful, reasonable, interesting, based-on the students' experience environment. This approach consists with these above conditions, and be often important by virtue of the activities of second language teaching and learning.In fact, this approach is not only suitable for second language learning, and also applies to first language teaching. However, caused by stress too much the written language and ignoring the spoken language, the students are lack of oral grammar concept, generally inadequate on their spoken understanding. Furthermore, the materials of teaching grammar can be founded everywhere in daily life, such as the title of the journal and magazines, the text of advertisements, pop lyrics words, or even the funny jokes, etc., these seem very ordinary but existing wonderful meaning simultaneously, could also the media role for accepting students into the advantage environment. For waking up the students' sense, we designed a series of courses with the Authentic Materials approach, and encouraged students to participate in excavations their live corpus. After the preparation, the following class became more reactive and effective.In order to prove the effect, I have designed a questionnaire to my students of grammar lesson class as object, and taken a series of survey to realize their satisfaction. Further, we made the explication of authentic materials in many aspects. We could not only provide teaching models to students, and also guide students to dig more resources from the life reality, and to explore the uniqueness of grammar teaching in Mandarin.