Abstract

The purpose of the present study is to do a detailed evaluation of English Language Grammar for Iranian College students. In order to accomplish the purpose of the research, the researchers used two instruments: 1) The questionnaire developed by Daoud and Celce-Murcia 2) The researcher-made checklist based on Bloom's taxonomy of language learning. Regarding the questionnaire, twenty available EFL teachers evaluated the book in terms of five key aspects of subject matter, vocabulary and structure, exercises, illustrations, and physical make up. Concerning the checklist, the researcher meticulously evaluated the book in terms of three domains of cognitive, affective, and psychomotor. In order to analyze the data in both instruments, descriptive as well as inferential statistics such as Kruskall-Wallis and Pearson Rank Order Correlation tests were applied. The result of statistics for the questionnaire revealed that subject matter, vocabulary and structure, and physical make up of the book are emphasized and two aspects of exercises and illustrations are ignored. And there is only correlation between subject matter and physical make up. Data analysis for the checklist indicated that within cognitive domain, only first stages are emphasized and the last stages of synthesis and evaluation are neglected. In addition, cognitive domain is more privileged than affective and psychomotor domains. Finally, some pedagogical implications for both teachers and syllabus designers are provided.

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