Amuseghan & Olayinka: An Evaluation of Intensive English … 179 An Evaluation of Intensive English (Book I) as a Coursebook for English as Second Language in Nigeria.

Many education experts claim that there is “uncritical reliance on the authority of the printed text where language texts are not properly examined, analyzed and evaluated before selection for use in the classroom”. (Ohia and Adeosun (2002), paraphrasing Ubahakwe [1979]). Judging from the evaluation of Intensive English (Book 1) For Junior Secondary Schools (New Edition, 1983), the revelation is that the authors of the coursebook provide relevant instruction to guide the learners through the contents of the four sections—speech, comprehension, language structure and composition. The overriding principle of presenting these contents is hinged on audio-lingual method with structural and situational approaches forming the background or “nuclei”. The approaches of “Do and Learn, Think and Learn, Game Time and Homework ” as well as other exercises and activities make provision for learner-centredness. However, since there is no single coursebook that can adequately provide for the needs of the learners from varied language backgrounds, learners should, therefore, be exposed to supplementary reading textbooks or printed materials. Also, it is recommended that teachers should understand the psychology of foreign language acquisition and utilize it to provide effective learner-centred learning activities backed up with appropriate and effective teaching methods in the classroom situation. If the recommendations are acceptable, the inadequacies of contents in terms of ecological, pedagogical and technological considerations will be addressed by the teacher who is supposed to act as academic counsellor