摘要
Based on the theoretical framework constructed on contextualized language instruction (hereafter, CLI), this study explored 41 Taiwanese elementary school English teachers' perceptions of CLI and its role in textbooks for teaching vocabulary. Data analysis of textbooks, questionnaires, and interviews reached the following conclusions. First, participants were aware of the basic concepts of CLI but had limited competence in word knowledge (word form, meanings, and use). Second, the participants felt that relevant and authentic contexts and tasks related to learners' lives in textbooks were lacking. Suggestions on textbook designs regarding CLI and language teacher education were provided.
