The communicative language teaching approach has dominated English teaching and learning since the 1970s. In Taiwan, standardized and highstakes English tests also put focus on the assessment of learners' communicative competence. While the test contents change, the modifications teachers made are superficial rather than substantial. A comparative corpus-based analysis of the English test items in Senior High School Entrance Exams (SHSEE) and curriculum based English textbooks was conducted to provide more valid information for syllabus design, language instruction, and materials development. Two major corpora were compiled: an exam corpus, consisting of English test items in SHSEE from 2001 to 2014 and a junior high school English textbook corpus. AntConc and Readability Test Tool were employed to analyze the frequency of occurrence of the marked structures (relative, adverbial, and passive clauses) in the two corpora. The results showed rare occurrence of the marked structures in SHSEE but much higher frequency in textbooks. Teachers might be textbook-oriented, rather than test-oriented. It was suggested, based on the corpus-based analysis of the native speakers' use, that a grammar list with finer guidelines for the national curriculum and textbook writers should be built. It could provide teachers easily accessible reference in selecting grammatical patterns for teaching. [For full proceedings, see ED564162.]