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ESL Textbook Evaluation

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Textbook is very important in language learning and teaching process. Choosing a suitable textbook for a class has been considered an important task for many teachers in EFL/ESL classrooms. There is a need that evaluation should be conducted before selecting any materials. The aim of this essay is to carry out an evaluation of Family and Friends 2.
Materials can be from Internet, textbooks, videos, and live talks which make the process of learning a language easier (Tomlinson, 2003). Material evaluation is "a process that involves measuring the value of or the potential value of a set of learning materials. It involves making judgments about the effect of the materials on the people using them" (Tomlinson, 2003, p.15). According to Dudley-Evan …show more content…

However, it is believed that the Family and Friends is not that much successful in preparing the students to become communicatively competent. The evaluator believed that the developers of the Family and Friends 2 need to select the content of textbooks with the new principles of learning and teaching. The textbook needs more attention on this important aspect which relates to sequencing the content of the materials to be interrelated and arranged on the basis of difficulty. The Family and Friend 2 unexpectedly do not apply an inductive approach toward teaching grammatical points. The Family and Friends 2 do not provide opportunities for the learners or teachers to decide on the content of the …show more content…

First, the Family and Friends 2 do not require learners to recall linguistic or non-linguistic items. The Family and Friends 2 surprisingly do not apply an inductive approach toward grammatical points. Therefore, the discovery-learning activities have not paid any attention in the textbooks under evaluation. It can be also inferred that oral words/phrases activities have been seen with the least role in learner involvement in individual or classroom activities. It is found that the supra-sentential level for both the input and the output is completely neglected in books under study. Participation of the learners or the teacher has not been seen in content and topic selection as a source of input to classmates. The tasks, mostly, encourage students to be more listener than express themselves. The authors of the selected textbook have not given importance to pair/group

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