ABSTRACT
This chapter reviews some of the main approaches to the analysis and evaluation of language teaching materials. Three approaches to analysis are identified: illustrative commentaries, theory-driven analyses, and data-driven analyses, with examples of each type. The chapter raises concerns about the subjective nature of some of these analyses, and recommends analysts explain the basis of their analysis and their motivation. With regard to materials evaluation, two basic formats are identified: checklists and criteria-generating procedures and, again, examples of each are provided. Some of the problems associated with checklists and with the counter-proposal of criteria-generating procedures are discussed. The chapter argues that materials evaluation should always include a separate prior stage of materials analysis, and that both activities need to be seen as highly specialised. Designers of analysis and evaluation tools need to specify clearly how they are using key terms and concepts, and the background knowledge and experience that are expected of users. The chapter concludes with an indication of some possible future directions for analysis and evaluation.
