Generally, the books aimed to meet the requirements of ELT are commercialized and generic and lacks to target a specific group of learners. According to Altan (1995, p. 59) Our modern course books are full of speech acts and functions based on situations which most foreign language students will never encopunter..."Globally" designed course books have continued to be stubbornly Anglo-centric. Appealing to the world market as they do, they cannot by definition draw on local varieties of English and have not gone very far in recognizing English as an international language, either.
For setting the criteria to select the right course books for ELT, teachers need to consider the learners. the selected material should be motivational, creative, interesting, relevant and it should meet the needs of the individuals. Teachers should know the needs of ELT students. The course books should be picked on the basis of needs analysis. Adopting this technique would outline the needs of the student in listening, speaking, reading, writing, vocabulary knowledge and teaching them the grammar rules. It is also important that course books should be selected on the knowledge and experience of the students, besides their needs.
The second important thing to remember is the curriculum and context of the course books. The selected course books should meet the needs of the students and it should have all the material which is required by the teachers to make the students understand the basic rules. Curriculum and context of the course books greatly influence the teachers decision about selecting the right teaching material. The curriculum should meet the goals and objectives for the learners as well as the course of study. Curriculum and context should meet the learning requirements of the ELT students (Nunan, 1998, p. 23).
The external evaluation of a specific book begins from its author, publisher, the ...
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However, different authors have defined different criteria and guidelines to evaluate the aptness of the course material in a certain learning/teaching atmosphere. According to Sheldon (1998, p.242), ‘global list of criteria can never apply in most local environments, without considerable evaluation’.
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Apart from this, it contributes to the miserable living of participants. The game also causes addiction to the participants, therefore, contributing to their irresponsible living styles (Arkinstall, pp, 1-2).
In support of the
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