Communicative Language Teaching in Textbooks

expect that textbooks will guide them well in their language production. In response to the desire of the students, curriculum and syllabus designing should be based on the componential and pragmatic evaluation that requires to be done considering the needs of analysis of a particular group of students. Tomlinson 2010 points out that a big potential disadvantage of using textbooks is that only a minority of textbook writers have actually applied language acquisition principles when writing the materials Reynolds 1974, Tomlinson 2010. Many of them instead rely on their intuition as to what they perceive is best for language learning Tomlinson 2008. Thus, to fulfill the students‟ needs, textbooks evaluation is needed. Besides, a number of studies have suggested that most current global, local ELT textbooks are developed for commercial purposes but are not based on principles of language acquisitions and development recommended by scholars and educators Tomlinson, 2003, 2008 2010. Instead of focusing on how learners could actually benefit from using the textbook, textbook writers relied on their intuition and produce materials what they think would work best for their intended users Tomlinson, 2008:7. They are biased towards perceived rather than actual needs of learners Tomlinson, 2003:3. These fact is added by the fact that the teachers become totally reliant on the textbook Ur 1996, and not spend time preparing their lessons Tomlinson 2008. Because of those things, it is urgent to make a textbook evaluation. Hutchinson and Torres 2004 p.232 identify some major ways through which evaluation can help in the language and learning process:  evaluation should be used as a basement for teaching and learning,  it is aimed at serving as a guideline for the teacher,  it will provide „support and relief‟ for the burden of looking for materials,  it guarantees to open the ways for cognitive understanding,  a thorough evaluation provides a complete picture of the text in its most possible ways, and  it renders out a psychological support to the teacher when they undergo crucial problems while teaching. In line with it, Cunningsworth and Ellis also positively suggest that the textbook evaluation helps teachers move beyond impressionistic assessment and it helps them to accomplish useful accurate, systematic, contextual insights into the overall nature of text materials Cunningsworth, 1995; Ellis, 1997. Textbook evaluation opens up the opportunity for a self decision to create an evaluative attitude while teaching.