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1. Introduction

1.1 Research background
English teaching plays an important role for students in vocational college. They arerequired to reach the aim set by National English Syllabus and College EnglishCurriculum Requirements. In 2000，the Ministry of Education implemented BasicRequirement for Vocational English Teaching (for trial implementation), which setEnglish teaching aims as “ the objective is to develop students' ability to master basicEnglish knowledge and skills, especially in listening, speaking, reading, writing andtranslating, so that they are able to understand and translate related English businessmaterials by dictionary and conduct simple oral and written communication inday-to-day activities and business activities of foreign communication". Besides，allstudents in vocational college are required to pass the Practical English Test for Colleges(PRETCO), officially implemented in 2000. Therefore, how to reach that aim and passthe examination become essential for students. And English course becomes acompulsory course in vocational college.Naturally and consequently，a large number of English teaching materials have beenpublished. There is no doubt that teaching materials are essential in English teaching.Thus whether a set of teaching materials are suitable for students' needs matters a lot.According to Cunningsworth (2002:7)，English material is considered as a resource inachieving aims and objectives that have already been set in terms of learner's need.Different teaching materials always present different ideas concerning the nature oflanguage learning.
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1.2 Research significance and objectives
This research is significant from theoretical and practical perspective.From the theoretical perspective, since the eighties in the 20lli century, textbookevaluation has been received increasing attention and popularity. Accordingly, a numberof experts have done relatively research towards it (Breen & Candlin, 1987;Cuimingsworth, 1988; Qian Yuan, 1995; Zhou Xuelin, 1996 and etc). The researchershave found the frameworks, standards and checklists of textbook evaluation^ whichprovides the theoretical base for tiie later empirical studies on certain textbook. Most ofthese empirical studies focus on middle school textbook (Gao Yue, 2008 and etc.) and university textbooks (Yang Qiaofeng, 2010; Zhao Xuetao, 2010; Bai Xiuqin, 2011 andetc.). There are researchers who have paid much attention to vocational college textbook(Huang Chengfii, 2007; Wang Zhibin, 2007; Wang Yu,2007; Shen Yan, 2008; WangJinjun，2008; Zeng Xinyue et al., 2008; Chen Meng，2010; Liu Jia et al” 2011; YanJingjuan et al., 2011 et al. )? They either discuss the criteria of textbook used invocational college or do researches in vocational college textbook reforni. However,seldom researches are conducted empirical studies on vocational college textbook.Therefore，the present paper will enrich the literature review on textbook evaluation,particularly on empirical studies in this field.
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2. Literature Review

2.1 Definition of textbook
“教材” in Chinese can be translated into English into many versions，such as"teaching materials", "instructional materials", "materials“coursebook，，and "textbook".Which term should we use? The 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。