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The Contribution of Selecting and Evaluating Textbooks to Language Teaching and… 271
attempt to integrate them into the Turkish context. The work also suggested the need to
introduce the texts suited to the defining characteristics of the Turkish culture.
In the light of the findings obtained from this study, it is reasonable to suggest that
the procedure I have tried to elaborate can help teacher trainees deal with the task of
evaluating coursebooks effectively. The priority should be given to the three areas in
attempting to design a materials evaluation course: (1) allowing students to get practice
while introducing the theoretical background for the course, (2) determining the
objectives of the course according to students’ needs and expectations, (3) providing
students with the opportunity to apply the principles for materials evaluation to differing
contexts so that they can devise their own ways of evaluating materials. It is essential to
continue to help students develop their skills in this field.
Conclusion
The study revealed that materials evaluation and selection is a highly challenging
task for the teacher trainees. It becomes clear that a close co-operation between lecturers
and teacher trainees is needed to accomplish the ultimate goals contained in such a
course. The results obtained from the study also confirmed that the students are capable
of making their own value judgements when evaluating textbook without becoming the
slave of it once they have familiarised themselves with the procedure I have discussed
here. Last but not least, I am reassured by the fact that heavy dependence on certain
textbooks has a detrimental effect on the teaching process. Instead, the task to be
undertaken on the part of teachers is to be selective in the process of evaluating and
selecting materials on the basis of students’ particular needs and expectations.
March 2005 Vol:13 No:1 Kastamonu Education Journal