口語簡報對於英語學習者來說，在學校與職場都是個非常重要的語言能力；但是在英語為第二外語或外國語的學習環境中，口語簡報教學時常過分仰賴教科書、也時常面臨缺乏真實語料的教學困難。教科書雖時常飽受批評，現行研究中卻少有研究深入探討教科書中的內容是否和現實生活中口語簡報有所落差。
此研究旨在透過採用Chang和Huang於2015年提出的文步架構模型，比較常用教科書與TED演說中的口說簡報修辭結構，以及了解教師如何教學簡報及其架構、使用線上資源，例如TED 演說，以輔助教學。為了探討口說簡報的教學修辭架構之方式是否與專業講者之口語簡報修辭架構相同，研究中蒐集並分析了四本口說簡報相關教科書，以及訪問四位經驗豐富之大學教師。
研究結果指出雖教科書之簡報架構內容與專業講者之簡報架構之間存在差異，兩者於文步數量等部分仍有共同點，顯示教科書雖有不足之處，卻也不至與現實生活中之簡報內容差異過大。而教師教學口語簡報之架構時，似乎較常將重點置於序言與結論相關的文步上，且對於使用TED演說作為教學使用之真實語料一議題提出不同看法。此研究結果可幫助出版商針對教科書不足之處進行補充、撰寫教科書時將教師與學生之需求、以及真實語料之議題納入考量；教師也能於選擇教科書時更加謹慎、並使用現存之文步模型以分析教科書，使口語簡報教學更有成效。

Oral presentation is one of the most important language skills for English language learners to develop or possess in both academic and workplace settings (Evans, 2013; Kim, 2006). However, oral presentation instruction is often challenged by the lack of authentic materials in ESL/EFL settings (Moll, 2007). Although textbooks are constantly criticized, little studies have been conducted to examine whether instructions in textbooks are far from how presentations are delivered in real life.
Drawing on Chang and Huang’s (2015) move and step prototype, the present study compares presentation structures taught in commonly-used textbooks with those employed by TED speakers and explores how experienced EFL instructors perceive and teach presentation structures and utilize online resources (such as TED talks) to aid their instructions. Four textbooks and interviews with four experienced instructors were compiled and analyzed to examine how presentation structure is taught in class and how such instruction differs from the way that experts structure their presentations in real life.
The findings reveal that even though differences do exist between the instructions provided in textbooks and the structures employed by presenters in real life, there are similarities regarding the frequencies and sequence of moves and steps between these two datasets. As for instructors, when teaching presentations, it appears that they offer more instructions on introductory and concluding moves, and have mixed opinions toward whether TED talks are suitable authentic materials to be applied in presentation classes. The findings suggest that material developers may need to include contents currently insufficient in the textbooks and consider authenticity, instructors’ and learner’s needs when designing textbooks. In addition, practitioners are encouraged to pay more attention to the selection of textbooks and evaluate their instructional materials through applying existing models.

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