Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h748HB725470; Mon, 4 Aug 2003 04:17:11 -0400 (EDT) Date: Mon, 4 Aug 2003 04:17:11 -0400 (EDT) Message-Id: <BB54455C.6D4E%applepie@minos.ocn.ne.jp> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: $B9b66!!H~DE;R( <applepie@minos.ocn.ne.jp> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9251] less grammar in EFL textbooks? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="US-ASCII" Status: O Content-Length: 511 Lines: 19 Dear list members, It has been a recent trend, although controversial, that less grammar is implemented in EFL textbooks in Japan. Accordingly, more communicative or oral approaches have been introduced. Is there a similar trend in EFL classrooms in other non-English speaking countries? Could anyone direct me to some books or/and dissertations on this issues. I would prefer online resources for the time being. Only abstracts would be very helpful. Thank you. Mitsuko Japan applepie@minos.ocn.ne.jp
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