Construction Of Evaluation Criteria For Grammar Learning Materials And Evaluation Of Three Grammar Books

Grammar learning is an indispensable part in the field of EFL learning and teaching. Though there are various kinds of grammar learning materials in the market, no proper criteria have been set up to evaluate them. As grammar learning possesses its particular features, grammar learning materials differ from other types of EFL materials in terms of design and compilation. Therefore, the present research aims to explore the field of grammar learning materials evaluation.Firstly, the theoretical criteria of grammar learning materials were summed up on the basis of related theories and previous studies. Then, a survey was conducted to examine the learner needs for grammar learning materials. It involved271participants of high-intermediate EFL levels and their opinions served as a complementary part for the theoretical criteria. After that, by combining the theoretical criteria and the results from the survey, we constructed the practical criteria which were tailored to grammar learning materials evaluation. Then we applied the practical criteria into the evaluation of three grammar books—Grammar in Context, Understanding and Using English Grammar and A Practical College Grammar of English—which possess different characteristics.The construction of the evaluation criteria in the present study is the first attempt in this specific field, and hopefully it could shed some light on the evaluation of grammar learning materials. Additionally, the study has also offered valuable implications for the compilation and development of grammar materials. It is implied that some characteristics such as focus on form, proper context, and communicative features should be attached great importance to, and in these aspects, we could draw experience from the foreign materials and integrate them with the local situation in order to develop better and more appropriate learning materials for Chinese learners.