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NEW PERSPECTIVES ON

GRAMMAR TEACHING
IN SECOND LANGUAGE
CLASSROOMS

Edited by
Eli Hinkel
Seattle University
and
Sandra Fotos
Senshu University

Lawrence Erlbaum Associates, Publishers


2002 Mahwah, New Jersey London
Contents

Preface vii

1 From Theory to Practice: A Teacher's View 1


Eli Hinkel, Seattle University, Washington
Sandra Fotos, Senshu University, Tokyo, Japan

PART I. GRAMMAR IN LANGUAGE TEACHING 13

2 The Place of Grammar Instruction in the Second/Foreign


Language Curriculum 17
Rod Ellis, University of Auckland, New Zealand

3 Accuracy and Fluency Revisited 35


Jack C. Richards, SEAMEO Regional Language Centre, Singapore

4 Ten Criteria for a Spoken Grammar 51


Michael McCarthy and Ronald Carter, University of
Nottingham, UK

5 Grammar and Communication: New Directions in Theory


and Practice 77
Martha C. Pennington, University ofLuton, UK
vi HINKEL AND FOTOS

PART II. CLASSROOM APPROACHES TO GRAMMAR


TEACHING 99

6 The Grammar of Choice 103


Diane Larsen-Freeman, School for International Training,
Brattleboro, Vermont

7 Why It Makes Sense to Teach Grammar in Context and


Through Discourse 119
Marianne Celce-Murcia, University of California, Los Angeles

8 Structure-Based Interactive Tasks for the EFL Grammar


Learner 135
Sandra Fotos, Senshu University, Tokyo, Japan

9 Methodological Options in Grammar Teaching Materials 155


Rod Ellis, University of Auckland, New Zealand

10 Grammar Teaching in Writing Classes: Tenses and Cohesion 181


Eli Hinkel, Seattle University, Washington

PART III. RESEARCH ON GRAMMAR STRUCTURES 199

11 Relative Clause Reduction in Technical Research Articles 201


Peter Master, San Jose State University, California

12 Why English Passive Is Difficult to Teach (and Learn) 233


Eli Hinkel, Seattle University, Washington

Author Index 261

Subject Index 267