郭婷

Prof. Wang Ping Supervisor

1. Introduction

English language learning （ELT） materials play a very important role in many language classrooms. Thus we need to be able to make informed and appropriate choices when selecting coursebooks and supporting materials. The significance of coursebook evaluation becomes obviously.

1.1 Background

Generally speaking， coursebooks are viewed as a tool of EFL （English as Foreign Language） teaching and learning， a kind of target language source for EFL learners as well. As a result， they become an essential part of an EFL course. On one hand， learners may obtain the major source of contact between their existing knowledge and what have been provided by teachers； on the other hand， coursebooks may provide ideas of planning lessons as well as formats to inexperienced teachers.

1.2 The primary purposes of this paper

With the extensive use of commercial coursebooks in nowadays， much of the language teaching occurs throughout the world. Therefore， the way of using and adapting coursebooks becomes significant in teachers professional knowledge. In recent years， English teaching reform in higher vocational college has been embedded perpetually， multifarious of vocational English coursebooks have been springing up. Therefore， vocational English teachers have to select the appropriate coursebooks on the basis of teaching needs in order to accomplish the specific teaching objectives effectively. Under this circumstance， the evaluation of vocational English coursebooks becomes important and indispensable. Thus， we have to make effort to establish a variety of appropriate criteria to evaluate coursebooks which are used in language classrooms. Of course， we need to make sure that the materials we selected could reflect the aims of teaching program.Additionally， the evaluation of coursebooks can also develop teachers professional abilities.

2. Theories of English language teaching materials evaluation

2.1 The idea if a coursebook from Brown（2009）

Brown categorizes coursebook into two types. The first type includes those that makes casual mention of the book with suggestions that students read easily， graded materials in their spare time but without providing specific titles. Another type includes extracts or complete stories from graded readers， so providing students with first-hand experience to enjoy interesting reading materials. Brown states that coursebook can be a powerful and effective vehicle for students to adapt to schools.

2.2 Needs analysis by Cheng Xiao tang（2002）

Needs of users in a coursebook are extremely important in coursebook analysis， evaluation， or compiling. As a medium in achieving teaching syllabus and English course， the coursebook should not only conform to the syllabus but meet users needs， which includes needs for learners， teachers and administrative department for education.

3. Conclusion

Allwright （1981： 7） has pointed that people have a wrong area in coursebook cognition， which claims the coursebook is used for remedying the deficiency of teachers so that to design appropriate exercises according to the local teaching objectives. This may generates two extreme views： Some consider that the best teacher doesnt need any coursebooks； some others prefer that once the comprehensive coursebook is obtained， all teachers can go in for a n effective lesson. Coursebooks provide series of convenient methods in systematical and structural teaching， so they are existing and being developed continuously. There is not such a coursebook could be considered as “perfect”， evaluation is essential in selecting a suitable coursebook and making full use of it. Coursebook evaluation can not only promote teachers in exploring the correlation between coursebook and teaching process， but also facilitate teachers realize their role in teaching period， as well as improve teaching effects.

References：

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[2]Sheldon，L.（1988）.Evaluating ELT textbooks and materials.ELT Journal 42：237-46.

[3]Ulas，K.（2009）Coursebook Evaluation by English Teachers.Inonu University Journal of the Education：69-78.

[4]Willy，A.，Hu，G，& Yu，X.（2015）.Extensive Reading Coursebook in China.RELC Journal 46（3）：255-273.

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