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Students tend to regard grammar as a necessary evil to be studied for exams and good grades, but with little significance outside the institutional context of testing and passing course requirements. They find it hard to translate cognitively learned rules and memorized grammar tables into meaningful interaction. And we cannot always blame them: all too often grammar is presented as a structural system, isolated from content and devoid of actual meaning in the real world. Recently though there have been attempts to integrate grammar with course content and communicative activities. This panel seeks to present examples of good practice as well as discuss ways of assessing the efficacy of innovative grammar teaching.
Proposals of up to 250 words should be sent electronically by 11 December 2009 to Susanne Even (evens@indiana.edu), Germanic Studies, Indiana University, Bloomington, IN 47405. Please include with your abstract your name and affiliation, email and telephone number.
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