ESP Textbook Evaluation: Teacher-Learner' Maxims

Humanism and socio-constructivism have entailed drastic developments in education including that of foreign/second language. Incorporating teachers and learners in all areas of education including in material development and evaluation can be taken amongst the outcomes of this trend. Evaluation of ESP Textbooks: Learner-Teacher s Maxims is a unique work in terms of philosophy, theory, and methodology. Philosophically and theoretically, it is featured an innovation in the area of ELT material evaluation in which it has tried to follow the maxims of Humanism in education by practically implementing the learner-centered education through involving the learner in the process of an educational endeavor. Methodologically, it represents the outcome of a very comprehensive qualitative-quantitative evaluation of the ESP textbooks used in Iranian academic setting in an attempt to investigate the extent of the compatibility of teachers and learners perspectives concerning the ESP textbooks in general.

Autorentext

Gholam-Reza Abbasian holds a PhD in Applied Linguistics and is a faculty member of Imam Ali and Islamic Azad university in Tehran, Iran for 20 years.Anahita Mahdavi, MA in TEFL, has been working as an English teacher at Iranian academic settings and the University of Applied Science for fourteen years.