本研究旨在探討運用動畫影片做為國小英語會話補充教材的教學潛力為何。長期以來，英語教材在英語為第二語言或外語（ESL/EFL）的教學研究中為人詬病的癥結，即在於課文對話不能真實反應生活中使用頻繁的語料；台灣英語教學向下延伸至國小已將邁入第九年（九十學年度起實施），常見的問題不外乎專業師資不足、授課時數有限，以及上述教材缺乏真實語料等，部分縣市採取聘用外籍教師以解決問題，但因所費不貲，恐無以為繼。
研究者做為現職國小英語教師觀察此一現況，而引發研究動機，企圖尋找運用補充教材教學來解決上述問題的可行方案，在文獻中發現英語系國家所發行的電影，常為高中以上的教師運用於單字或聽力等英語教學，成效顯著；然而，教材會話內容是否真有不足之處？國小階段學童適合的影片為何？影片所提供的語料是否充足？更重要的是，影片的對白是否較教材會話更貼近真實語料、更具有多樣性？這些疑問必需在運用此方案之前先加以釐清。
本研究以語用學（語用語言學及社會語用學）為核心，建立三套國小教材會話語料庫及五部動畫影片對白語料庫，統計並比較兩種語料庫中問候語、讚美語與讚美回應等三種語言行為詞頻的量化資料，並輔以質性的對話內容分析，藉以釐清研究者的研究問題：
一、問候語在兩種語料庫中的多樣性為何？
二、讚美語與讚美回應在兩種語料庫中的多樣性為何？
三、運用動畫影片做為補充教材在國小英語教學的潛力為何？
研究主要發現：以量化資料而言，教材僅在問候語數量較動畫影片稍多，並注重讚美語言談者性別角色及讚美語主題平均分配；在其他方面以及質性的對話內容分析而言，動畫影片質量均優於教材，顯示動畫影片做為國小英語會話教學的補充教材極具潛力；惟在影片選擇未有規準之時，教師宜建立團隊共同剪輯、篩選以建立影片語料庫，並配合教材融入整學期教學計畫以發揮最佳成效。

The teaching of English in the primary schools across Taiwan has a ten-year history; therefore, it is appropriate at this time to look closely at the materials used and evaluate them for their effectiveness. In an EFL learning context such as Taiwan, where authentic and appropriate conversational examples are for the most part insufficient, how teachers remedy the deficiencies of textbook materials with supplementary materials is crucial. Video/film is one of the frequently used media cited by researchers to bring language models as well as cultural content into the EFL classroom. While the results of some relevant research seem promising (Grant & Starks, 2001; Rose, 2001; Jeon, 2003; Tatsuki et al., 2006), aspects of language used in film should be analyzed to determine their appropriateness for use in EFL classrooms.
Among the most basic functions learned in primary school English are 1) greetings and 2) compliments, and 3) compliment responses (C & CRs). From the perspective of Speech Act Theory (Austin, 1962), the present study compared examples of these three speech acts in both textbook materials and animated films and investigated the pedagogical potential of using animated films in EFL teaching in the absence of satisfactory exposure to authentic language input. First, it reviewed the current textbook materials by collecting dialogues from the most frequently used series in elementary schools in a northern area in Taiwan. Second, in order to determine the adequacy of textbook materials, transcripts of five animated films were analyzed to compare frequency of occurrence of greetings and C & CRs in the textbook materials and animated films, and to investigate the potential of using animated films at the elementary school level. Detailed criteria of selection of textbook materials and animated films, and corpora of each source were set up and analyzed to discover the following: 1) the varieties of “greetings”, 2) the varieties of “C & CRs”, and 3) the pedagogical potential of using animated films to supplement textbook materials.
Findings in the present study corroborate the pedagogical potential of using animated films to supplement textbook materials from the fact that both quantitatively and qualitatively and from both pragmalinguistic and sociopragmatic perspectives, animated films excel textbook materials in all areas except the quantities in greetings, imbalanced distribution of gender and topic choice, and the fewest quantities and varieties of examples in CRs.
If future study or teaching practice is seeking further refinement to avoid unexpected shortages of speech examples, it is suggested in the present study that a clearer selection criteria of animated films through teachers’ teamwork to set up film language corpora in order to incorporate animated films into curriculum, the effect of using animated films to supplement textbook materials can then be maximized.

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