MATERIAL EVALUATION AND NEED ANALYSIS IN SYLLABUS DESIGNING
The study draws insights to teacher and learners in terms of teaching material development. Teaching of the second language has been an important issue in modern world. It is not only an area of teaching but also an area of economic concerns. As a natural outcome that brings out, there is a hard competition among the publishers to obtain the high quality of the teaching materials. Any language learning process traditionally needs print materials or non-print materials (Reinders and White, 2010; Richards, 2001, p. 251; McGrath, 2002, pp. 125-136). The current paper is an assessment of the English Language curriculum that is taught in the colleges across Gujarat. Through this paper, it is focused on whether the curriculum fulfills learners’ needs. Curriculum is used as a general term for the entire organized teaching plan of a subject. Syllabus refers to a pre-defined teacher and supervisor definition of how the curriculum will be accomplished over a predefined period. A curriculum can consist of a number of syllabi. In many parts of the world, language education programs are designed following a syllabus-driven approach, that is, the syllabus determines what kind of materials will be prescribed and in what ways they can be implemented for the classroom teaching. In certain educational contexts, the syllabus even determines how materials should be designed in the first place.