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t, the evaluation of textbooks’ suitability plays a significant role for multifarious groups of parties at different levels. For learners, clear understanding about how difficult the content of a textbook is can greatly affect their perception of knowledge and influence their  motivation  of  completing  their  learning  tasks.  For  teachers,  especially  Business English teachers, having adequate knowledge of a textbook’s suitability is conducive to recognize whether key points emphasized in the book well match with teaching goals, and helps  them  sequence  teaching  schedule,  as  well  as  design  pedagogical  activities.  For textbook  developers,  feedback  on  whether  a  textbook  matches  the  target  learners’ expectations can promote material selection and textbook content design.

CHAPTER TWO LITERATURE REVIEW

2.1 English Language Learning Textbooks Evaluation

Scholars  have  put  forward  different  models  for  English  learning  textbooks  evaluation. Although judging whether a textbook performs well or not should be based on the real context in which it is used, instead of just following any assessment model strictly (Sheldon, 1988,  p.  245;  Tomlinson,  1999,  p.  11;  Cunningsworth,  2002,  pp.  2-5),  enlightening evaluation ideas and criteria contained in those models still need to be discuss. Moreover, this part also presents studies in which some of the evaluation models are adapted for Business English textbooks evaluation.

2.1.1 English Language Teaching Materials Evaluation Models 

Since textbooks serve as a guidance in teaching and learning process, it is necessary for professors or researchers to specify the strengths and the weaknesses of a textbook, and to assess whether this book can meet the needs of teachers and learners well. Different models are proposed by scholars as criteria for teaching materials evaluation.

In Making the Most of Your Textbook, Grant (1987) has put forward a three-stage material evaluation model, which consists of initial evaluation, detailed evaluation, and in-use evaluation. In the initial evaluation, Grant proposes “the CATALYST test” that assesses a textbook from eight aspects: communicative efficiency, aims, teachability, available add-ons, level, users’ impression on the book, student interest and whether or not the book had been tried or tested (pp. 122-123). Then, he suggests classifying the evaluation into three explicit parts, which are designed for students, teachers and syllabuses as well as tests respectively. Totally 30 questions are included in the detailed evaluation, mainly checking whether a textbook can meet most students’ learning needs, whether it can fulfill teachers’ instructional  demands,  and  whether  the  book  conforms  to  the  requirements  of corresponding syllabus and examinations. However, among 30 questions, there is only one that is asked to students concerned with the difficulty suitability of the textbook (pp. 123-126).

2.2 Studies on Evaluating Textbook’s Suitability

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