多字詞組在英語學習及溝通使用上扮演重要的角色；英語教科書也被普遍認為是語言學習上主要的語言輸入，也因此教科書中理應呈現出真實溝通情境中所經常使用的詞組。本文探討臺灣國中學生所使用的英語教科書與真實的溝通中，多字詞組的使用情形，所使用之分析架構涵蓋三個功能面向：社會互動、必要話題、言談策略等。此外，關鍵性（keyness）詞組分析也用來比較教科書及實際對話，找出過度使用及鮮少使用的多字詞組。研究 結果顯示教科書與真實溝通中，多字詞組在三個功能面向的使用差異，其中以言談策略最為顯著，研究結果亦提供英語教師及教科書編者有關英語多字詞組教學的建議。

A range of studies have now demonstrated that multi-word sequences play a prominent role in language learning and use (Biber, 2009; Lin, 2013; Schmitt, 2010; Wray, 2002). At the same time, EFL textbooks have been considered as the basis for much of the language input that English language learners receive (Tomlinson, 2011). It stands to reason, therefore, that pedagogical materials should deal with the sequences commonly used in natural conversation. This study investigates the extent to which EFL textbooks used in Taiwanese junior high schools present the recurrent multi-word patterns found in natural spoken communication. The framework used for this analysis is principally adapted from work by Nattinger and DeCarrico (1992), comprising three central functions: social interaction, necessary topics, and discourse devices. In addition, a corpus-driven approach, keyness method (Scott, 2008), is applied to highlight the sequences that occur significantly more or less frequently in the textbook dialogues than in naturally occurring discourse. The research findings identify gaps between the two datasets, and I suggest opportunities for how teachers might bridge these gaps and support learners to achieve better spoken communication.