New Perspectives on Grammar Teaching in Second Language Classrooms

• Contents: Preface. E. Hinkel, S. Fotos, From Theory to Practice: A Teacher's View. Part I: Grammar in Language Teaching.R. Ellis, The Place of Grammar Instruction in the Second/Foreign Language Curriculum. J.C. Richards, Accuracy and Fluency Revisited. M. McCarthy, R. Carter, Ten Criteria for a Spoken Grammar. M.C. Pennington, Grammar and Communication: New Directions in Theory and Practice. Part II: Classroom Approaches to Grammar Teaching.D. Larsen-Freeman, The Grammar of Choice. M. Celce-Murcia, Why It Makes Sense to Teach Grammar in Context and Through Discourse. S. Fotos, Structure-Based Interactive Tasks for the EFL Grammar Learner. R. Ellis, Methodological Options in Grammar Teaching Materials. E. Hinkel, Grammar Teaching in Writing Classes: Tenses and Cohesion. Part III: Research on Grammar Structures.P. Master, Relative Clause Reduction in Technical Research Articles. E. Hinkel, Why English Passive Is Difficult to Teach (and Learn).

"New Perspectives on Grammar Teaching in Second Language Classrooms is likely to prove valuable for courses on second language grammar pedagogy either as a foundation book or as extra reading, and is well worth reading for anyone, whether teacher or linguist, who is interested in English grammar."—Linguist List"This exemplary volume examines the role of grammar teaching in English as a second or foreign language....A major strength of the collection is the balance between research and theory supporting the instructional choices of teachers. While highly recommended for ESL/EFL teachers, the collection is also appropriate for teachers of English language arts."—CHOICE"New Perspectives on Grammar Teaching in Second Language Classrooms is a welcome addition to the ongoing discussion of how to best teach grammar in ESL/EFL contexts. The anthology is divided into three sections: the role of grammar in language teaching, specific practices in the grammar classroom and some current research on grammar structures. The authors, including such well-known lights in the field as Jack Richards, Sandra Fotos, Diane Larsen-Freeman, Peter Master, come from a range of perspectives and backgrounds, reinforcing the variety of teaching theory and practice in play today."—TESL-EJ"New Perspectives on Grammar Teaching in Second Language Classrooms is intended for advanced undergraduate and master's levels students in L2 pedagogy courses....The strength of this book stems from the variety of issues that the authors treat as they pertain to the nature of grammar and grammar instruction. Grouping all these issues and perspectives together in a single volume makes this a practical book to use in courses that examine grammar and the nature of explicit instruction. Instructors and instructors-in-training in particular will appreciate the pedagogical implications and teaching suggestions provided at the end of each chapter."—Language Awareness"The articles in this collection offer a wide variety of approaches to teaching grammar within a context of different methodologies and curricular imperatives....the reminder that grammar is more than a system of right and wrong answers is enriching for instructors at any level....every entry in New Perspectives on Grammar Teaching in Second Language Classrooms is clearly written, extensively researched and, in its own terms, bold and innovative."—The Modern Language Journal"The aim of the book is to balance theory with pedagogy so that grammar teaching can be made productive and effective in language classrooms. Familiarity with the variety of views and approaches provided in this book will allow readers to develop their own blend of theory and pedagogy."—International Journal of Bilingual Education and Bilingualism"The contributions in this collection provide a useful resource for teachers, allowing them to reflect on theoretical issues, explicit grammar instruction and meaning-focused use of structures. Although written from different perspectives, what they have in common is a recognition of the value of an explicit focus on grammatical structures."—Language Learning Journal