abstract this study evaluates the iranian pre-university english textbook in terms of needs, objectives, content, and methodology. the study was designed on the qualitative- quantitative survey basis using interviews and questionnaires, a researcher-made textbook evaluation checklist and a needs analysis questionnaire. the textbook evaluation questionnaire was used in this study to elicit the perspectives of 30 pre-university english teachers and 100 students majoring at the pre-university school about the textbook in question. the questionnaire consisted of 75 items grouped under 10 main categories. in order to investigate participants’ point of views, different types of computations were done: a per-item analysis, a per-category analysis, and an independent samples t-test to clarify the equality of the responses of the two groups (teachers and students). the findings were not generally in favor of the textbook both from teachers’ and students’ perspectives. out of 10 categories in the questionnaire, the pronunciation, speaking, listening and writing categories had the least means. however, the other sections did not have high means. in fact, the participants believed that the textbook objectives “reading skill integrating other language skills” were not fulfilled by its content and methodology. also, the results of interviews revealed that the main objective of this textbook, reading skill, was not achieved. in addition, through needs analysis questionnaire, it was revealed that there was not any relationship between the students’ needs and the considered objectives of the target textbook based on the needs analysis questionnaire. furthermore, it was concluded that there was no difference between teachers and students in evaluating the textbook. the study concluded with recommendations and suggestions for the improvement of the textbook. key words: pre-university english textbook, evaluation, needs, objectives, content, methodology.

هدف این تحقیق بررسی میزان استفاده معلمین زبان انگلیسی از گفتمان تحکمی و ترغیبی با توجه به نقش های آنها در مدارس عمومی و موسسات خصوصی بوده است. در این تحقیق هردو دیدگاه، معلمین و دانش اموزان در نظر گرفته شده است. از شرکت کنندگان خواسته شد تا پرسشنامه ای را که توسط محقق تهیه شده بود درمورد نقش های مختلف معلمین در حوزه کلاس پر کنند. علاوه بر آن از تعدادی از شرکت کنندگان مصاحبه به عمل آمد. نتایج بدست آمده نشانگر این است که تفاوت معناداری بین میزان استفاده از گفتمان تحکمی و ترغیبی بین معلمان زبان انگلیسی ایرانی در مدارس عمومی و موسسات خصوصی وجود ندارد. این تحقیق همچنان نشان می دهد که ، بدون تفاوتی در حوزه تدریس، معلمین بر این باورند که بیشتر گفتمان ترغیبی را مورد استفاده قرار می دهند. این در حالیست که دانش آموزان آنها معتقدند که معلم هایشان گفتمانی تحکمی دارند.