184.108.40.206.1.1 .Candlin&Breen(1980)proposedcriteriaforevaluating materials and proposed the use of these criteria
when developing materials.
220.127.116.11.1.1.1 Matthews (1985), for
example,insists that any evaluation should start from a speciﬁcation of the teaching situation
18.104.22.168.22.214.171.124 Cunningsworth (1995) stresses the importance of determining criteria relevant to the target learners
2 Materials Adaptation
2.1 Good teachers are always adapting the materials they are using to the context in which they are
using them in order to achieve the optimal congruence between
materials,methodology,learners,objectives,the target language and the teacher’s personality and
2.1.1 McGrath (2002) also devotes a chapter to discussing the objectives, principles and procedures of
126.96.36.199 He proposes ‘four evaluative processes’ when basing a lesson on a coursebook and goes on to
discuss the issues and procedures involved in each process
188.8.131.52 Teachers may select the material that will be used unchanged, reject either completely or partially
sections of the material, add extensions or further exploitation of the existing materials and replace
components of the materials.
184.108.40.206.1 Islam & Mares (2003) include such objectives as adding real choice,catering for all learner styles, providin
for learner autonomy, developing high-level cognitive skills, and making the input both more
accessible and more engaging.
220.127.116.11.1.1 A different approach to adaptation is taken by Saraceni (2003), who advocates providing
the learners with an important role in adapting the materials they are using.