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TEXTBOOK SELECTION AND EVALUATION Ziyayeva M.
Ziyayeva Mukhayyo - Teacher, DEPARTMENT OF PRACTICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: materials may be considered anything that may aid in language learning including but not limited to pictures, newspapers or commercially produced resources such as textbooks, workbooks, cds. Materials may offer guidance to teachers with respect to the instructive tasks considered necessary for learning to be achieved. Coursebooks may be termed as a textbook in a language- learning classroom, which is viewed as the main book that, would be used in the course.
Keywords: material selection, syllabus, curriculum and instructional materials, textbook.
Syllabus may be defined as the focus or content in one particular subject as opposed to curriculum that may be considered more broadly dealing with the aims of subjects within a set of courses in the institution as a whole. Material selection may be viewed as having a significant effect on the outcome of a syllabus or curriculum as commented by Williams (2, 252): ... materials, whether commercially developed or teacher-produced, are an important element within the curriculum, and are often the most tangible and visible aspect of it. While the syllabus defines the goals and objectives, the linguistic and experiential content, instructional materials can put flesh on the bones of these specifications.
A set of wide-ranging evaluative questions is proposed, which examines such matters as the aims and content of teaching materials. There is considerable emphasis in the article on trying to understand the learner's point of view, and discovering judgemental standards that might be used by students themselves. The reviewer too must ask telling questions, particularly about the characteristics of the target groups at which the textbook is aimed, as well as the framework through which the linguistic content is communicated. The reviewer's assessments need to be underpinned by a clear rationale as his/her job involves a responsibility to inform teachers about new books, whilst also being fair to publishers and authors. It is demonstrated that reviewers are frequently capable of bias and inconsistency, though the article describes a fourfold 'way' which should form the core of the reviewer's art.
For Sheldon [1, 42] too, textbooks and materials need to be evaluated with reference to linguistic theory, most notably in the area of Pragmatics. He examines how well widely used EFL textbook accords with research findings on the nature of authentic conversational interaction. It is felt that much published material ignores the true nature of oral competence, and presents artificial, stilted dialogues as linguistic models. In many cases, students are not helped to learn the appropriacy of different utterances in specific circumstances.
Teachers are not only faced with assessing standard coursebooks and associated materials. Dictionaries have been increasingly seen as a central ELT resource, and Richard West gives the reader a detailed analysis of specific dictionaries, while at the same time presenting criteria which can be extended and generalized. Some results, using a Which? format, were generated by workshop participants during a series of UK teacher-training courses.
Materials are evaluated not only by teachers and reviewers, but also by educational administrators charged with obtaining the best textbook value for money. The reliability of selecting and evaluating a commercial textbook is influenced by the target use group, the perspective used in making the selection and the instruments used in the process [2]. Textbook evaluation is basically a straightforward, analytical matching process: matching needs to available solutions. Though providing food for thought, checklists and questionnaires like these have probably had little real influence on textbook evaluation in
terms of either ELT reviewing practice or educational decision making. Perhaps they have simply not had the currency they deserve, most teachers, at any rate, being unaware that they even exist. Finding back issues of relevant journals in many teaching contexts (and indeed in some ELT libraries) is also very difficult.
According to Sheldon [1], the textbook has a process for developing curriculum that is based on a needs assessment of learners and includes participation and input from other stakeholders. The curriculum and instructional materials are easily accessible, up to date, appropriate for learners, culturally sensitive, oriented to the language and literacy needs of the learners, and suitable for a variety of learning styles. Sample Measures for Instructional Materials:
□ They are up to date (e.g. published within the past 10 years).
□ They contain relevant content.
□ They take into account the linguistic and cultural diversity of the student population.
□ The layout and formatting (including font size) is appropriate for the student population.
□ Visuals and graphics are clear, appropriate for adults and culturally sensitive.
□ Voice and sound in audiovisual materials are clear, authentic, and appropriate.
□ The materials address a variety of learning styles.
References
1. Sheldon L.E. (forthcoming, 1988) ELT textbook and materials evaluation: goals, obstacles and solutions, English Language Teaching Journal, 42, 2/3.
2. Williams D. (1983) Developing criteria for textbook evaluation, English Language Teaching Journal, 37, 3, 251-55.
