iv TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations viii List of figures and tables viii PART A: INTRODUCTION……………………………………………………… 1 Rationale for the thesis …………………………………………………………… Aims of the thesis ………………………………………………………………… The significance of the thesis……………………………………………………… Scope of the thesis………………………………………………………………… Methods of the study……………………………………………………………… Design of the study………………………………………………………………… PART B: DEVELOPMENT……………………………………………………… CHAPTER 1: LITERATURE REVIEW………………………………………… 1.1 Text book, coursebook and materials………………………………………… 1.1.1 Definitions ……………………………………………………………………………… 1.1.2 The roles of Course-book …………………………………………………………… 1.2 Materials evaluation…………………………………………………………… 1.2.1 Definition …………………………………………………………………… 1.2.2 Purposes of materials evaluation and the importance of materials evaluation 1.2.2.1 Purposes……………………………………………………………………………… v 1.2.2.2 The importance……………………………………………………………………… 1.2.3 Types of materials evaluation………………………………………………… 1.2.4 Material evaluators …………………………………………………………… 1.2.5 Models for Materials evaluation ……………………………………………… 1.2.5.1 Evaluation by Ellis (1997)………………………………………………………… 7 9 1.2.5.2 Evaluation by McDonough and Shaw (1993)…………………………………… 10 1.2.5.3 Evaluation by Hutchinson and Water (1987) …………………………………… 10 1.2.6 Criteria for Materials evaluation……………………………………………… 11 1.2.7 Need analysis………………………………………………………………… 14 1.2.8 Materials adaptation………………………………………………………… 16 1.3 Suitability of the present study in the research area………………………… 18 CHAPTER 2: RESEARCH METHODOLOGY………………………………… 20 2.1 Description of the context……………………………………………………… 20 2.1.1 The setting……………………………………………………………………………… 20 2.1.2 Course material………………………………………………………………………… 21 2.1 Course objectives……………………………………………………………………… 23 2.1.4 Course assessment…………………………………………………………………… 23 2.2 Research methodology ………………………………………………………… 23 2.2.1 Subjects ………………………………………………………………………………… 23 2.2.2 Instruments …………………………………………………………………………… 23 2.2.3 Methods and procedures ……………………………………………………………… 24 CHAPTER 3: DATA ANALYSIS AND RESULTS DISCUSSION…………… 26 vi 3.1 Data analysis …………………………………………………………………… 26 3.1.1 Overall rating of the course book New English File pre-intermediate………… 26 3.1.2.Teachers’ and students’ preference of the course book New English File pre – 26 intermediate…………………………………………………………………………………… 3.1.3 What teachers and students not like about the book…………………………… 27 3.1.4 The decision to choose the book for future use…………………………………… 27 3.1.5 Does the material provide students with the opportunity to develop their 27 communicative competence? 3.1.6 The language points available in this material…………………………………… 28 3.1.7.The participants’ opinions about language skills in the book New English File 29 pre-intermediate……………………………………………………………………………… 3.1.8 What you think about the topics in this material? 30 3.1.9 The update information of the book ……………………………………………… 30 3.1.10 Class time …………………………………………………………………………… 31 3.1.11 Teachers and students’ preferences for the topics in New English File pre- 31 intermediate…………………………………………………………………………………… 3.1.12 Teachers’ suggestions for the materials improvement ………………………… 3.2 Summary of major findings …………………………………………………… 3.3 Recommendation for future material improvements ……………………… 3.3.1 Why teachers have to adapt the book ………………………………………… 3.3.2 Adaptation Techniques……………………………………………………… 32 34 35 35 36 3.3.2.1 Addition……………………………………………………………………………… 36 3.3.2.2 Deletion ……………………………………………………………………………… 36 3.3.2.3 Replacement ………………………………………………………………………… 36 vii 3.3.2.4 Reorder or combination…………………………………………………………… 36 PART C: CONCLUSION…………………………………………………………… 38 The Conclusion of the study………………………………………………… 38 Limitation and suggestions for future research……………………………… 39 REFERENCES……………………………………………………………………… 41 APPENDICE………………………………………………………………………… I Appendix 1…………………………………………………………………………… I Appendix 2…………………………………………………………………………… VI Appendix 3…………………………………………………………………………… VII Appendix 4…………………………………………………………………………… XIII Appendix 5…………………………………………………………………………… XVIII Appendix 6…………………………………………………………………………… XXI Appendix 7…………………………………………………………………………… XXVII viii LIST OF ABBREVIATIONS USSH HULIS Ss Ts VNU University of Social Sciences Humanities Hanoi University of Languages International studies Students Teachers Vietnam National University and and ix LIST OF FIGURES AND TABLES No Figure Title Materials Evaluation Model of McDonough and Shaw ( 1993, p.75) Page 10 Figure Materials Evaluation Process (Hutchinson and Waters 1987, p98) 10 Figure Teachers’ and students’ assessment of the book New English File- pre 26 intermediate Figure Teachers’ and students’ opinions about the topics in New English File 30 pre-intermediate Figure Participants’ opinions about the update of the topics in New English 30 File – pre intermediate Table Teachers’ and students’ opinions of the language point available in the 28 book New English File pre-intermediate Table Teachers and students’ viewpoints about the language skills in New 29 English File pre-intermediate Table Teachers and students’ thought of class time each week 31 Table Teachers and students’ preferences for the topics in New English File 31 pre-intermediate PART A: INTRODUCTION Rationale for the thesis There are many factors leading to learning English successfully including: teachers, suitable course book choice, learning objectives, and environment and ect Among which, choosing an effective course book is always related to the objectives defined How to evaluate the course book so that we know whether our aims are well- matched with the chosen book or not is really a demanding task At the present, I am teaching English for the first year non- English majored students Two years ago, I taught New Way A- the third edition But since 2010, I have taught them New English File – from elementary to pre-intermediate, and intermediate One notable thing is that all the universities among the Vietnam national University of Languages and International Studies have chosen New English File from elementary to upper intermediate According to Marji Napper (2006), the author who reviews the New English File pre-intermediate, the book is comprehensive, well-organised, and provides materials for a good progression through this level That is the first reason motivating me to investigate the effectiveness of the book after teaching With the growth of computer- assisted language learning, students have an access to many sources of learning materials It is essential that teachers make use of the assessment tools to evaluate materials so that their students can have an opportunity to learn the highest quality books providing students both communicative competence and diverse learning experience However, most of teachers have not been adequately trained in the selection process and how to make the best choice of text suitable for learners That research gap inspires me to choose textbook evaluation as topic for this master thesis Last but not least, it is true that teachers teach students to learn English best when teachers have profound knowledge of what their students really expect when learning English For all- above reasons, I will choose my minor thesis “ An Evaluation of New English file – pre- intermediate for the first year non- English majored students at University of Social Sciences and Humanities; Suggestions for book use and adaptation” Aims of the thesis The primary goal of this thesis is to evaluate the textbook New English File preintermediate from both lecturers and students’ viewpoints and then investigate the ways teachers adapt the book so that the book meets students’ needs and interests To achieve the aims of the thesis, the following research questions are proposed (a) To what extent does New English File Pre-intermediate satisfy students’ needs and interests? (b) What improvements should be made to the material to meet the students’ needs and interests? The significance of the thesis The results of the thesis will provide useful information not only for the researcher, the course books designers but also for the teaching staff and the first- year non- English major students at University of Social Sciences and humanities In addition, the findings are regarded as the bases for recommendations of teaching New English File series more successful Last but not least, the research results are hoped to make small contribution to the field of materials evaluation Scope of the thesis At the present, a set of New English File is being taught at University of Social Sciences and Humanities The researcher, who is in charge of teaching New English File preintermediate, teaches the first year students That is the reason why the thesis will firstly focus on evaluating the post use of course book New English File – pre-intermediate Secondly, due to the limit of the minor thesis, the course book will be evaluated in terms of language providing and skills developing Methods of the study According to research type, this thesis is categorized as an action research To support the research with varied and valid data, the author combined both qualitative and quantitative approaches As the study deals with two questions: (1) To what extent does New English File Pre-intermediate satisfy students’ needs? ; (2) What improvements should be made to the material to meet students’ needs? The following methods will be employed to collect data for the study: Survey – questionnaires: Two sets of questionnaires on New English File preintermediate evaluation designed for both teachers and the first –year students who have experienced using the book Teachers’ informal interviews: Interviews were conducted with the author’s colleagues who teach the second semester of the school year 2010-2011 for their assessment of the book and their suggestions for better use of the material Teacher’ weekly self- reports: A free writing report is gradually produced by the research weekly after finishing teaching each unit to record her judgments on each file The items in the questionnaires are based on the checklists of Hutchinson & Waters (1987), Cunningsworth’s (1995), Tomlinson’s (1998) and Mc Grath’s ( 2002) frameworks and basic principles for evaluating ELT textbook These criteria when applied in the study are adapted suitably with the context of University of Social Sciences and Humanities Design of the study There are three main parts in this thesis: introduction, development, and conclusion The introduction comprises the rationale, the aims, the significance, the scope, and the design of the study The development consists of three chapters Chapter one provides a theoretical background related to materials evaluations It discusses the functions and types of materials in language teaching and learning and present major issues of materials evaluation: definitions, purposes, and types of materials evaluation, materials evaluators, models for materials evaluation, criteria for materials evaluation, as well as material adaptation Chapter two concentrates on research methodology used in the thesis comprising a brief introduction of current English teaching and learning at University of Social Sciences and Humanities, research methods, and the data collection procedures Chapter three shows the findings of data analysis of the research and makes suggestions for the material improvement The conclusion gives a brief summary of what discussed in the study and recommends room for further research PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW It is common knowledge that in order to conduct a research, the related bases should be looked at Therefore, this chapter gives a brief overview of the literature relevant to the research 1.1 Text book, coursebook and materials 1.1.1 Definitions Materials: Most people associate the term “language learning materials” with coursebooks because that has been their main experience of using materials However, according to Brian Tomlinson (2005), the term is used to refer to anything which is used by teachers or learners to facilitate the learning of a language Materials could obviously be cassettes, videos, CD-Roms, dictionaries, grammar books, readers, workbooks or photocopied exercises They could also be newspapers, food packages, photographs, live talks by invited native speakers, instructions given by a teacher, tasks written on cards or discussions between learners In other words, they can be anything which is deliberately used to increase the learners’ knowledge and or experience of the language It is obvious that teachers who are materials developers can choose different sources of input to help their students learn the most effectively To book evaluation in a correct way, first defining characteristics and giving a good definition about course book is necessary A coursebook is a book which provides the core materials for a course It aims to provide as much as possible in one book and is designed so that it could serve as the only book which the learners necessarily use during a course Such a book usually includes work on grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening and speaking Although the definition which Ur (1996: 183) has given is a simple one, it is very useful and easy to understand It reads as follows: The term ‘course book’ means, a text book of which the teacher and each student has a copy and which is in principle to be followed systematically as the basis for a language course Therefore, from the above definition one can get that a course book must have at XXII Transcript of the teacher interview Researcher: Good morning, Ladies and Gentlement, I am very glad to welcome and thank you for coming here today As you all know, I am doing the thesis entitled “An evaluation of the text book “ New English File pre-intermediate” for the first year non- English majored students at University of Social Sciences and Humanities; suggestions for book use and adaptation” According to my surveys, the five problems needed clarified from the perspectives of both lecturers and students are learning strategies, teacher’s roles, understanding of students’ needs and interests, class time allocation and suggestions for book use and adaptation To my view, all of you here have at least one year of Teaching New English Pre-intermediate I would like you all to share and suggest recommendations for the problems above Please be aware that all your names will be kept confidentially, and all of the interviews will be recorded and transcribed later on Before we start the discussion, I would like you to have a short introduction so that we can know more about each other So let’s start with you Participant A: Good morning all, my name is A I am happy to be here I have had a lot of teaching experience and I would love to share with you Participant B: Good morning It’s lovely to be here and talk to you My name, all of you know is B Generally speaking, I have been teaching for USSH for a long time and also I have been working with the book New English File pre-intermediate for the last two years I love the book and I think the today’s talk is a great chance to share and to learn from all of you So thank you for having me here today Participant C: Hello every one, I am C How are you today? I am quite happy to join the interview I have been teaching English for a number of years I think I have taught the book for two years Participant D: Nice day every one I am D, the funny lecturer you know I love the book so much and I have one year’ teaching experience Meeting you here is so lucky for me Participant E: Hi there, I am E and currently teaching English at USSH I’m maybe the youngest here but I also have one year’s teaching experience with the book New English File pre intermediate XXIII Researcher: Thank you all That’s nice self –introduction Now we will start with question number Question 1: What is your opinion about the New English file pre- intermediate? Participant A:Generally speaking, I think it is a good book which enables students to develop their four skills Participant B: In general, I think the book is good because it has wide range of activities for the first year students Participant C: Compared to New Head Way A, B, New English File is the most interesting and suitable for students nearly all levels of English The prevailing part is the vocabulary bank Participant D: The book is really interesting and fully develops students’ communicative competence with suitable level of difficulty Participant E: In general, I think it is suitable for pre- intermediate level Question 2: How suitable is the material to the first year students of University of Social sciences and humanities, be specific with the topics, the strategies and the grammar? Participant A : In my point of view, the book is compatible with most first year students What about topics, well, I think most topics are suitable for students although some topics are not familiar with students because the topics are westernized For example, topics in file 1C at the Moulin Rouge ( page 8) and file 2C(page 20) are about arts and famous people in the old times which are so abstract for their age that students can not understand and then not like them In terms of learning strategies, definitely the book does not give students any hints to learn each skill specifically I think that this drawback is adapted by the teachers during the teaching the students Participant B : Well, New English pre-intermediate is suitable for students in terms of topics, and systematic grammar However, learning strategies are not mentioned in the book Participant C : I think the most topics are interesting and similar to their daily life In terms of Grammar, the book provides students basic knowledge If students of higher levels want to improve their grammar, teachers can offer them some handouts or useful English wed sites About strategies, the book does not present and I think teachers should provide students with suitable learning skills because teachers understand what their students need supporting Participant D : The topics are very interesting and I love them Grammar, in my opinion, is appropriate with students’ levels of difficulty if teachers make the best use of workbook and XXIV teachers’ books Strategies are not clearly stated in the book Personally I think as teachers we can deliver some tips for them to learn English more effectively Participant E: I think Grammar is ok because it has equipped students with basic understanding of grammar Topics, in general are quite interesting though some topics are too abstract or unpopular or out of students’ interests like 1C or 1D What about strategies? I think what we discuss is what of necessary skills The coursebook truly does not introduce the skills Hence, teachers provide students with skills during teaching them Question 3: What you think about the teachers’ roles? Participant A: Because of limited time in class, I suppose that teachers should combine both traditional roles and modern roles Teachers therefore must work hard to teach the most important ones Question 4: How to understand students’ needs and know their interests? Frank speaking, this is a complicated question I think that we can discover what students want and like through small talks or break chats Participant B : Nowadays students are very active and curious As a result, teachers must be very active in designing attractive learning activities Participant C : We select the most important parts to teach students and show different roles some times as a friend, a teacher or even a family member to create friendly teacher- students relationship Participant D : As teachers, we must be selective What we choose to teach is closely related to what students familiar or are assessed We should not be greedy to cover anything By doing this, students feel tired and get nothing Moreover, we are to be active and enthusiastic and passionate so that our students feel motivated and happy to learn Participant E : Teachers in my view hold more activities like groupwork, pair work and individual work to activate students and enhance their language skills Question 4: Question 4: How to understand students’ needs and know their interests? Participant A : Frankly speaking, this is a complicated question I think that we can discover what students want and like through small talks or break chats Participant B : Although it is a hard job for teachers because of different preferences, we can small things like chatting, exchanging common email address Participant C : To know about the first year students’ needs and interests, we should conduct a survey before we start teaching them In addition, we can have some small talks or chat during break time By doing these, we can discover our students’ personality and hobbies Participant D : We talk and ask them freely whenever possible Participant E : It is advisable that we have expectation settings in which we listen to what our students want as well as what they expect from us Question 5: Is it necessary to provide students learning strategies and how we them? XXV Participant A: Yes, of course You know proper methods are the key components leading to students’ success In foreign countries like U.S.A or Britain, universities often hold one week or one month orientation in which students are introduced learning strategies so that they can study successfully in campus Moreover, students are instructed how to use the library with a variety of learning sources Although in Vietnam we have some activities to orientate students, the time and results are not effective This requires the teachers to supply their students with essential skills in language learning process Participant B : It is said that no course book is perfect The lack of learning strategies introduction is the drawback of New English File Consequently, teachers can give students some tips when teaching students Participant C : Yes, it is really essential We give them basic hints for each language skill Participant D : Yes, definitely We show them our own learn experience by telling them our school days What’ s more we can introduce them to some English clubs where they are exposed to different ways of using English Or simply we give them many texts like songs, films or radio news to differentiate kinds of texts and skills needed Participant E : I must say yes From my experience, we convey the skills to the students by asking them how you deal with this exercises and afterwards provide hints Question 6: What are your suggestions to teach listening, speaking, writing and reading more successful? Participant A : Listening: We should guide students to listen English both in class, at home or visit some labs to watch cable TV With regard to speaking, firstly teachers organize interesting activities for students and motivate them to get involved in the lesson without shyness or unwillingness and passiveness Also, to help students speak more naturally and fluently teachers had better provide them with language functions Sometimes teachers can combine both reading and speaking with the consultation of other same topic sources like Streamline or Headway A, B, C to diversify the speaking activities in the book Reading: Besides teaching students reading skills, teachers help students learn wordforms in different contexts and turn passive word learning into dynamic use of word XXVI Writing: I think we should motivate students to write dairy and assign them writing exercises with checklists Participant B : In terms of listening and reading, I suggest that teachers should design detailed questions by asking why or what to help students develop their critical thinking skills And speaking, it is vital that teachers prepare some games and speaking cards to get students involved in the activities For writing, the book, I think supplies a good source of learning and practising their writing skills The problem is that we have limited time in class So we can guide students to write at home and send the writing to us and then we give them feedbacks Participant C : For speaking, reading and listening, we should follow three stages when teaching these skills: pre, while and post because these activities fully develop the first year students’ language ability And writing, we try to give students more samples well as motivate them to learn writing We always encourage them to master New English file from elementary to their levels Participant D : Listening skill: we choose outstanding points to teach in class and assign them to the rest at home with redesigned tasks and suitable extra supplementary materials In terms of Speaking and reading, we can provide students with more content- based samples and analyze the language functions For Writing, we ask them to read more topics to get their ideas for their writing Participant E : Speaking: we should organize more group activities and teach reading and speaking integratedly For writing, we help students analyze the text in both form and content Question 7: Students think that periods in a week in class is suitable, how we check what they learn at home? Participant A : In fact, students’ self study is not effective This fact comes from their attitudes towards learning English As teachers, we have regular assessments so students form learning habits Participant B : I think we should have a checklist so students must follow it Participant C : Oh checking homework is very important We can call them and make questions and they answer Participant D : We can give them project and provide them the outline Participant E: Give them the test randomly and have a record of their marks Researcher: Thank you so much I have learned a lot from you XXVII APPENDIX 7: THE SAMPLES OF MATERIAL ADAPTATION FOR USSH Adaptation 1: grammar: present continuous File 1C (coursebook, page 8) Action procedure Omit all the grammar activities in page Add pictures and texts Give students pictures and text about the present continuous Ask students to match pictures and their suitable sentences Then ask them to read and underline new structure - ask them to write the structures on the board and then teacher presents present continuous: forms, functions, and signals - ask them to exercises in page 126 Teacher goes around and check - teacher gives feedback Teachers ask students to work in group to draw their favorite picture and present them in front of class - Teacher gives feedback - Homework: teacher asks students write a description of their family’s best photos using the present continuous XXVIII Pictures use in the grammar presentation XXIX 10 XXX Sentences for matching with their pictures Peter and Mike are cycling Ann is lying on the beach She is having a bath He is making a phone call while she is driving She is running She is studying They are going shopping She is trying clothes She is playing the guitar 10 It is raining XXXI Adaptation File 3B (coursebook page 31) Listening adaptation action Procedure Add: pre- listening Ask students to answer three questions: What is positive thinking? Why should people think positively? What are the tips of a good positive thinker? After that, teacher suggests the ideas as follows: positive thinking is about looking at things from a positive point of view Because the benefits: Positive thinking brings inner peace, success, improved relationships, better health, happiness, and satisfaction It also helps the daily affairs of life move more smoothly, and makes life look bright and promising Research has found that positive thinking can aid in stress management and even plays an important role in your overall health and well-being some tips to think positively: - Always use only positive words while thinking and while talking Use words such as, 'I can', 'I am able', 'it is possible', 'it can be done', etc - Before starting with any plan or action, visualize clearly in your mind its successful outcome - Read at least one page of inspiring book every day -Watch movies that make you feel happy - Minimize the time you listen to the news and read the papers -Associate yourself with people who think positively - Walk, swim or engage in some other physical activity This helps to develop a more positive attitude Add post- listening Teacher asks students whether they agree or disagree with the tips in the listening text and why? Teachers ask students to share with their friends the tips of their positive thinking XXXII Adaptation 3: reading adaptation File 8A (coursebook, page 88) Action Add pre- reading activities Procedure Teachers ask students to work in group to write down weekday’s activities in two columns: activities and weekend’s activities Ask students to present in front of the class Teachers give feedbacks Add post reading activities Teachers ask students to give their opinions about three texts and explain why Teachers ask students to go around the Reorder and combination the reading and class and take note when they interview the their friends the question: pre-reading into the part What you on weekdays and at the weekend interview weekend? Are weekdays or weekends are your favourire part of the week? And why? Teachers ask students to report in class or at home XXXIII Adaptation : writing adaptation File (coursebook, page 97) Action Procedure Reorder and Teacher redesigns the text different from the origin combination Teacher then has two texts without titles Teacher asks students to Replacement read through two texts and guess the titles - teacher asks students the meanings of all the words in the box and gives more explanation of the important words Above all = in general when you want to conclude your ideas however = but, use comma or semi-colon after however However Used more in But formal Used more in speaking writing But does not stand in the Stand at the beginning of beginning of the sentence the sentence adding the in writing comma Stand in the middle of the sentence with semi-colon before and comma after Stand at the end of the sentence with the comma before Show both contrastive and Show completely concessive ideas And the contrastive ideas second clause is more e.g He did his housework emphasized than the first but I didn’t XXXIV clause It was midnight, but the e.g restaurant was still open She is poor, however, she is not hard working Mary is good student, however, Mike is much better Teacher asks students to fill all the blanks with the suitable words in the box Teacher analyzes the text Teacher gives other ways to express their opinions: Giving your Opinion  In my opinion / view  Generally speaking, I think  Personally, I haven’t the faintest idea about / whether (starting with this expression may be interpreted as off-hand and could suggest that you have nothing else to say!)  To my mind  I’d just like to say  As far as I’m concerned  I’m quite convinced that (only use this expression to express a very strong opinion!)  To be quite honest / frank  If you ask me • For the supporting sentences; - The first (second,third) reason is… - Another reason is… - First (firstly), second (secondly), third (thirdly)… - Moreover, furthermore, in addition… XXXV • For the conclusion; - In conclusion, - In summary, - To sum up, - To conclude, - In short, - In brief,… Teacher asks student to write the their own paragraph about the good side and bad side of their weekend with the checklist Thank you for evaluating AnyBizSoft PDF Merger! 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Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one [...]... librarians and teachers There are many foreign languages like English, French, Chinese, Japanese, and Korean Among which English is a compulsory subject with 13 credits at University of Social Sciences and Humanities and it has the biggest learners though most students are not majored in English In the first year, they learn New English file elementary and New English file pre- intermediate In the second year, ... brief, the study is supposed to enhance the context of the learning and teaching New English File for English department at the pre- intermediate level at University of Social Sciences and Humanities 20 CHAPTER 2: RESEARCH METHODOLOGY As the study was conducted at English department of University of Social Sciences and Humanity, it is vital for the author firstly to give brief description of the teaching... is the most comprehensive and applicable in my research context at University of Social Sciences and Humanities 1.2.2 Purposes of materials evaluation and the importance of materials evaluation 1.2.2.1 Purposes When we evaluate any materials, we want to identify the good points and bad points of the materials in use After we use them in the classroom for a long time, we need to evaluate teaching materials... content, and the methodology The audience of the materials: the evaluator should obtain information about and from learners to find out whether the materials are suitable to the student’s age knowledge of English, interest and so on Aims of the materials: the evaluator has to check if the materials match the aims and objectives of the course Content of the materials: the materials: the evaluator has... as the theoretical foundation for the applications for the study in chapter 3 and the recommendation made to the course book New English File for non – English major students at University of Social Sciences and Humanities It is necessary to clarify how the present study fits into the area of investigation Firstly, with the real teaching context, the researcher found it vital not only to assess the New. .. so that students feel 16 motivated and learn English faster and more effectively It is clearly that need analysis is of great importance to the effectiveness of teaching and learning process 1.2.8 Materials adaptation Materials adaptation is a process of matching materials with the learner’s needs, the teacher’s demands, and administration’s purpose The aim of materials adaptation is to make the teaching... in the hand of students and teachers, and used systematically in a course of study, and a course of study in this article refers to an English course of study According to McGrath (2002), the term “course book refers to a textbook on which a course is based, therefore, the terms “course book and “textbook” in my study will be used interchangeably by the researcher 1.1.2 The roles of Course -book Textbooks... - date and useful lessons Students secondly also fancy the book by its variety of activities to develop vocabulary and skills, and clear tables of contents, followed by scientific and attractive layout 3.1.3 What teachers and students do not like about the book There are a number of similarities and differences in teachers and students views about the drawbacks of the book Both the teachers and students. .. study, the author adopts the this model to examine whether the currently –used materials is suitable for the students at USSH 1.2.6 Criteria for Materials evaluation As mentioned previously, if one accepts the value of textbooks in ELT then it must surely be with the qualification that they are of an acceptable level of quality, usefulness, and appropriateness for the context and people with whom they... addressed the definitions, roles, and types of material Secondly, materials evaluations issues including definitions of materials evaluation, purposes of materials, types of materials evaluation, materials evaluators, and models for materials evaluation and criteria for materials adaptation are presented Finally, some basic theoretical background related to materials adaptation is discussed As a result, ... of Social Sciences and Humanities; Suggestions for book use and adaptation” Aims of the thesis The primary goal of this thesis is to evaluate the textbook New English File preintermediate from... foundation for the applications for the study in chapter and the recommendation made to the course book New English File for non – English major students at University of Social Sciences and Humanities. .. is supposed to enhance the context of the learning and teaching New English File for English department at the pre- intermediate level at University of Social Sciences and Humanities 20 CHAPTER