CC BY
64
ТЕОРИЯ И МЕТОДИКА ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
CRITERIA FOR TEXTBOOK EVALUATION IN TEACHING FOREIGN LANGUAGE Sarvarova G.I.
Sarvarova Gulshan Israfilovna - Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the purpose of the current article is to identify the features of textbook evaluation in teaching foreign language classes. Textbooks are of great significance for teaching and learning. Teaching and learning are tasks carried out by teachers and students. Without any doubt, they need to know what a good source is to carry out their activities satisfactorily. We should apply widely appropriate and contextually determined criteria in our selection and evaluation of the textbooks.
Keywords: textbook, criteria, evaluation, learner-centered material, sociocultural appropriateness.
Introduction. Textbook evaluation is very vital for language learning and teaching, textbook writing, teacher training and professional growth. The process of textbook evaluation enables teachers to acquire a crucial, precise and systematic understanding of the whole nature of the textbooks [3,51]. It also severs double benefits for student teachers; they become familiar with large number of the textbooks and they learn the significant features of those textbooks to have the knowledge of textbook evaluation. Textbook evaluations can be used as worthwhile means of conducting action research and professional development. It reveals the strength and weakness of a particular textbook for future adaptation by textbook writers, teachers and administrators [6, 68].
The process of materials evaluation can be seen as a way of developing our understanding of the ways in which it works and, in doing so, of contributing to both acquisition theory and pedagogic practices. It can also be seen as one way of carrying out action research [8]. J. Richard claims that teachers and others responsible for choosing materials need to be able to make informed judgments about textbooks and teaching materials. Evaluation; however, can be done by considering something to its purpose [7,2].
He adds a book suitable for one situation may be completely unsuitable for another situation, teachers and learners. He also claims prior to evaluation, the information about the role of the textbook, teachers and learners in the program is required. According to Hutchison and Waters evaluation is a process of matching needs to their solutions which can be conducted in four stages: 1)defining criteria; 2)subjective analysis; 3)objective analysis; 4)matching [5].
It has been proposed a three- phase process of material evaluation by A. Cunningsworth and R. Ellis ; predictive or pre-use evaluation that is conduct to evaluate the future use of the text book ,' in-use evaluation is conducted when the text book is currently used and retrospective or post-use'(reflective) evaluation of a text book that has been used formerly. When teaching materials are to be used by large number of students and teachers, it is better to be evaluated by all or most of the teachers or students who are involved. This process of evaluation has three advantages; first, the implicit stress on need analysis ensures validity. Second, a large number of individuals are involved in evaluation. Third, post-use or retrospective evaluations that may involve empirical data confirm or refute the validity of initial stages of evaluation.
Methodology. Concerning the criteria for evaluating materials of other scholars, C. Griffiths points out that there are many factors to be taken into account when evaluating material for use with speakers of other languages [4]. The following by Griffiths are some of the most important questions to be asked when evaluating materials:
■ Does the material match the learner objectives?
Students have different reasons for learning a foreign language. The
author at this point, puts it that however theoretically "correct" material may be, it will be unacceptable to students if it does not match their own goals.
■ Is the material learner-centered?
Material used should empower students and put them in control of their own learning. Material should be presented in such a way that is possible for the student to be self-monitoring.
■ Does the material facilitate interactive learning?
Students often learn as much from each other as they do from the teacher. Material should make it easy to divide the class into groups or pairs, to have conversations or roleplay, and to allow the students to interact with each other.
■ Is the material socio-culturally appropriate?
It is important to avoid potentially offensive images. Any "jokes" which rely on racial stereotypes for their "humour" are to be avoided.
■ Is the material gender-sensitive?
■ Is the material up-to-date?
Some older material can still be very useful. In general, however, much progress has been made in the teaching of ESOL in recent years. It follows, therefore, that more recent material is usually preferable if available.
■ Are vocabulary and comprehensible input levels well-graded?
It is essential that material matches the abilities of the student, because material suitable for an advanced student will be beyond the beginner's comprehension and vice versa
■ Is the material age-appropriate?
Materials for adults need to have adults as the main characters, and to use "mature" language.
■ Is the material interesting and visually attractive?
Students usually react more favorably to bright, colorful, interesting, well-illustrated material.
■ Is the material relevant to real life?
■ Is the material easy to use?
Material must be sturdy, well-organized and well-indexed. Different components (e.g. books, tapes, videos) must be easy to use in conjunction with each other.
In evaluating teaching materials, such scholars as F. Dubin and E. Olshtain have put forward their own criteria [2]. Related to this issue, they suggest the following questions:
1. By whom and where were the materials developed: by a team of materials developers who are familiar with this particular educational system and students' population, or were they produced for the international market which is concerned with the broadest possible definition of the target population? If the latter is the case, this may be the central drawback in their design.
2. Are the materials compatible with the syllabus?
3. Do the materials provide alternatives for teachers and learners? Alternatives may be provided in terms of learner-tasks, learning styles, presentation techniques, expected outcomes etc. This is a significant feature of effective materials since not all types of learning routes are suitable for all learners.
4. Which language skills do the materials cover? Are they represented separately or are they well integrated? If there is a lack of integration, this might be a serious drawback of the material.
5. How authentic are the text types included in the materials? Variety of text types might be very significant in exposing students to the types of texts they will encounter beyond and outside the course.
6. How do learners and teachers who have used the materials feel about them? It is necessary to gather subjective information in order to gain additional insights into how teachable or learnable the materials really are. This type of information can be gathered via a questionnaire or informal interview.
Conclusion. The evaluation of English Language Teaching (ELT) textbooks and the materials they contain play, in this respect, some significant roles in foreign language teaching through enabling educators, teachers, and administrators to assess whether the textbook is the most propitious one to the target learners in divergent levels and teaching settings. Therefore EFL / ESL teachers should be very accurate while selecting the materials and textbooks for their classes.
References
1. Cunningsworth A. Choosing Your Course book.Oxford: Heineman, 1995.
2. Dubin F. & E. Olshtain Course design: Developing programmes and materials for language learners. Cambridge: Cambridge University Press, 1986.
3. Ellis R. 'The Empirical Evaluation of Language Teaching Material'.ELT. Journal, 1997. P. 51.
4. Griffiths C. "Evaluating materials for teaching English to adult speakers of other languages". ELT forum. Vol. 33. № 3, 1995.
5. Hutchinson T. & Waters A English for Specific Purposes:A Learning Centered approach. Cambridge: CUP, 1987.
6. Litz D.R. Textbook Evaluation and ELT Management: A South Korean Case study. In Asian EFL journal, 2005.
7. Richards J. C. The Role of Textbooks in a Language Program, 2001.
8. Tomlinson (Ed.) Materials Development in Language Teaching. Cambridge: CUP, 1996.
