Aims and Approaches Criteria
21 adds the benefit of phonetic transcription. He mentions that phonetic transcription
as the representation of the sounds of English is what students need as a guide. The next criterion to be evaluated is related to discourse competence.
Cunningsworth 1995 defines the term discourse as a general way to refer to the features of language use that go beyond the
domain of grammar rules and include areas such as the sequencing of sentences, cohesion, paragraphing, structuring text, participation in
conversations, etc p. 45.
He also states that consciously or subconsciously, the models of discourse are presented in the textbooks as there are examples of language use in dialogues,
reading texts and listening passages. What makes them different is the range and complexity of the examples. Furthermore, Cunningsworth 1995:46 explains that
in a reading text, there should be display of features of authentic text, such as coherent structuring of content, paragraphing and appropriate use of cohesive
devices, including pronouns for anaphoric reference and conjunctives. In the examples of dialogues or listening, there should be model of natural spoken
English and turn-taking. In writing, there are materials on organizing different kind of written work such as narratives, reports, letters, etc. and there should be
explanation on the conventions of the formats. In evaluating style and appropriacy criterion, Cunningsworth 1995
discusses the importance of appropriacy. He says that “We should look at coursebook from the angle of appropriacy to see how far they go in preparing
learners to use appropriate styles in varying situations” p. 50. He adds that in
22 using the language, it is important to differentiate social situations and match the
language style to those situations.