2. Commercial vs. Non-Commercial Materials
There is a certain amount of controversy associated with the use of commercial materials, particularly course-books. One of the major concerns is that any given course-book will be incapable of catering the diversity of needs, which exists in most language classrooms.
Commercial materials (textbooks) are largely produced in various levels, and available in the market. They can be for general English and English for specific purposes. Non-commercial textbooks are usually produced for exclusive use to meet the curricular objectives. The government as a grant usually provides them.
When selecting commercial materials, it is important to match the materials with the goals and objectives of the program, and to ensure that they are consistent with one's beliefs about the nature of language and learning, as well as with one's learners' attitudes, beliefs and preferences.
Sheldon in Nunan (1991:209) provides an extensive checklist of questions, which can aid in the selection of commercial materials. He proposes that materials should be evaluated according to criteria such as their rationale, accessibility, layout and ease of use. A somewhat more accessible list of evaluative questions is provided by Breen and Candlin (1987:14-23). Their checklist invites the teacher to adopt a critical stance toward the materials' aims, appropriateness and utility.
Furthermore, Littlejohn and Windeatt in Nunan (1991:209) suggest that commercial materials can be evaluated from six different perspectives: (a) the general or subject knowledge contained in the materials, (b) views on the nature and acquisition of knowledge, (c) views on the nature of language learning, (d) role relations implicit in materials, (e) opportunities for the development of cognitive abilities, and (f) the values and attitudes inherent in the materials.
There is a certain amount of controversy associated with the use of commercial materials, particularly course-books. One of the major concerns is that any given course-book will be incapable of catering the diversity of needs, which exists in most language classrooms.
Commercial materials (textbooks) are largely produced in various levels, and available in the market. They can be for general English and English for specific purposes. Non-commercial textbooks are usually produced for exclusive use to meet the curricular objectives. The government as a grant usually provides them.
When selecting commercial materials, it is important to match the materials with the goals and objectives of the program, and to ensure that they are consistent with one's beliefs about the nature of language and learning, as well as with one's learners' attitudes, beliefs and preferences.
Sheldon in Nunan (1991:209) provides an extensive checklist of questions, which can aid in the selection of commercial materials. He proposes that materials should be evaluated according to criteria such as their rationale, accessibility, layout and ease of use. A somewhat more accessible list of evaluative questions is provided by Breen and Candlin (1987:14-23). Their checklist invites the teacher to adopt a critical stance toward the materials' aims, appropriateness and utility.
Furthermore, Littlejohn and Windeatt in Nunan (1991:209) suggest that commercial materials can be evaluated from six different perspectives: (a) the general or subject knowledge contained in the materials, (b) views on the nature and acquisition of knowledge, (c) views on the nature of language learning, (d) role relations implicit in materials, (e) opportunities for the development of cognitive abilities, and (f) the values and attitudes inherent in the materials.