Evaluation of an ESL English Course Book: A Step towards Systematic Vocabulary Evaluation

This study was an attempt to evaluate English Pre-University text book of Karnataka state in India with respect to general criterion as well as vocabulary teaching. To this end two types of evaluation were performed. First a questionnaire was made with reference to some critical features extracted from different material evaluation checklists in addition to, a part related to different strategies of vocabulary teaching. The prepared questionnaire was completed by 26 Pre-University teachers from 12 randomly selected governmental and non governmental schools. Then merits and demerits of course book were discussed in detail. In the second phase, to analyze vocabulary of the book systematically some texts of the book were randomly selected, submitted to vocabulary profile to see if they are sequenced from the most frequently used words to the less used ones which according to Nation (1990) is an important factor in vocabulary teaching. meet the needs of every single individual member of the class? If it is so, is it necessary to use a course book? Of course answering the last mentioned question depends on some other factors such as, style of teaching and accepted way of teaching in the related institution. Because of the problems that exist in using just one textbook for different students some are against using a course book for one of the possible following reasons (Ur 1996): Inadequacy: Every class or better to say every learner has their own learning needs and no one course book can supply these satisfactorily. Irrelevance: The topics dealt within the course book may not necessarily be interesting for the class. Limitation: A course book is confining and it may lead to boredom and lack of motivation on the part of the learners. Homogeneity: Course books have their own rational and they do not cater for variety of levels of ability and knowledge that exist in most classes. Over-easiness: It may be too easy to follow, and teachers may find themselves as mediator of its content. On the other hand, mostly teachers prefer to use a course book, because by using a text teachers can regulate and program the time. Furthermore, learners also prefer to have a textbook since they consider learning seriously, and they have a purpose. It seems that the possession of a course book may carry a certain