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functioning of feedback mechanisms. This function exerts influence on the success in the leamers' progress towards set aims and stimulates learning.

As far as the formal aspect of a school textbook is concemed, by the term textbook we also understand a language packet that is explained as “ a unit of foreign language materials (which might be written or supplied on audio or video tape, or might be a mixture of audio, video and written materials) compiled for the language leamer to work on individually or in group work” (Brumfit 1983:196).

9.2. Textbook evaluation

The main purpose of textbook evaluation is to predict the efficiency of a textbook in practice on the basis of various parameters and criteria. In this way the extent to which the particular textbook may help (or hinder) leamers using the learning materiał contained in it may be assumed. This indicates a close connection between textbook design and textbook evaluation.

Textbook evaluation is the systematic analysis of a textbook with the aim of identifying the relative ejfectiveness of various aspects oftextbook materials through a system of objectwę criteria.

On the basis of the above definition, the following fiinctions of textbook evaluation can be formulated:

('a') correctiye function

(b)    selectiye function

(c)    commercial function (dl administrative function.

The corrective function implies that the evaluation results are used for the modification (improvement) of the theoretical models of textbook design, or if the books are already usea\ for possible compensations of revealed “weak points“ using other means (e.g. supplementary materials, teaching methods and procedures).

The selective function is exploited mostly in conditions where educational Systems are based on varying rather than on unified principles. Educational institutions and teachers select the most appropriate teaching materials for their specific purposes.

The commercial function is used to motivate textbook users to gain public support. It dominates in reviews published in periodicals.

The administrative function characterises editorial assessments and other evaluations where a certain authority is exercised.

Considering the fact that the school textbook is a means of education and instruction, it cannot be investigated in isolation from the educational process. Therefore the methods of textbook analysis and evaluation must be an organie part of the research instrumentarium of educational Sciences. Taking into account research procedures and data processing and interpretation, textbook evaluation methods may be generally divided into:

A.    Methods of theoretical analysis

1.    The theoretical-analytical method (e.g. the determination of the conformity between the textbook and the syllabus - comparative study).

2.    The special analytic method (i.e. analysis aceording to a set of intemal didactic criteria).

3.    The comparative analysis of textbooks (i.e, two or morę textbooks are mutually compared).

B.    Empirical analytical methods

1.    Experimental investigation in the use of textbooks.

2.    Public inąuiry applied to teachers.

3.    Public inąuiry applied to leamers.

C.    Statistical (quantitative) methods.

Each above-listed method of textbook evaluation has its specific instruments and technical devices in order to achieve reliable results. Therefore there are numbers of sets of evaluative criteria, checklists and other tools that are used in textbook evaluation. In order to obtain all-round characteristics of the textbook under evaluation, ;ivaluative parameters covering all textual and non-textual components must be available. These parameters usually include:

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