Ti appeared to evaluate the textbook on the basis of whether it facilitated the smooth running of the lesson. This meant, in the first place, that she looked in the textbook for features that could help her 'find out where she was'. She thus appreciated the uncluttered layout of the contents page and the clear organization of the units and the teacher's book. Of the tasks and activities featured in the textbook she judged negatively those that she believed may lead to problems in classroom management. For example, she did not like open-ended discussion tasks as she felt they were not particularly suited to certain groups of students, who, in her experience, are rather reluctant to interact with each other in English. She was also skeptical about the usefulness of split information tasks, which may lead to students 'cheating' and dolce gabbana jewelry(http://www.dolcegabbana4sale.com) resorting to their native language. The 'procedural' aspect of the teaching activities is thus what the novice teacher seemed to be most concerned with. Hardly any attention was paid to the nature of the language featured in the textbook.
Rather than focusing exclusively on how the tasks and activities might work in the classroom, T2 seemed to place more emphasis on what learning outcomes they might have. For example, he preferred tasks where the student is involved as a prime actor rather than a passive spectator, as well as opportunities built into the textbook for 'revisiting' language introduced earlier in the book, as he felt that active involvement and recycling of language would be likely to lead to more thorough learning. He also showed some awareness of the linguistic content of the activities. Indeed, even though he did not always use the appropriate terminology to refer to linguistic phenomena, he identified and judged positively the focus on the collocation language of some activities. Throughout the evaluation, Tz seemed to be focused on what he perceived as the more immediate needs of the students. Hence, topical, up-to-the-minute themes, vocabulary, and functional language were rated particularly highly as being more likely to be relevant to the students' everyday needs.
T3 seemed to comment on a wider range of issues than the other evaluators. In particular, many of his evaluations concerned the book's linguistic rationale. For example, he was particularly impressed with the 'lexical' slant of the textbook, and the occurrence of language in chunks' in many activities. T3 was also less categorical and more flexible in expressing what he liked and did not like about the book. That is, he weighed up pros and cons of different features of the book, activities, and methodological options, and took great pains in accommodating other people's (teachers' as well as students') needs and expectations. He was particularly concerned with the needs of less experienced teachers and the long-term academic needs of the students. Also, his evaluations often contained references to other textbooks he was familiar with.
The general impression is that the more teaching experience an evaluator has (which obviously also involves at least some experience in textbook evaluation) the more able he or she is to view a textbook with detachment, and take account of other users' needs as well as his or her own. Ti equates the textbook with a script for lessons and prioritizes the teacher's need for 'survival' when evaluating the book. T2 focuses on the student's needs, although it is their immediate needs of functioning in an English-speaking environment that are of greatest concern. T3 manages to consider how the textbook fits into a long-term programme of D&G jewelry(http://www.dolcegabbanadesign.com) preparation for academic study and how other teachers might relate to it. Also, whereas Ti seems to be looking for a textbook packed with activities to cut short the search for supplementary materials, T2, and especially T}, put a high premium on the 'jumping off' opportunities that a textbook offers. What for Ti is a lifeline may seem like a straightjacket for the more experienced teachers.
The results of this study therefore appear to support the point made by Skierso (1991) that experienced teachers are better equipped than novices to adapt teaching materials for use according to their own individual style within particular teaching environments. Beginning teachers, by virtue of their inexperience in the classroom, require texts that include supplementary activities and detailed notes describing how they are to be used, as well as information regarding the pedagogical objectives that inform their design (ibid: 433).
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