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By Richard Harris, Rama Nath Sharma

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Martin 1989; Cope and Kalantzis 1993) seek to make explicit to learners the salient grammatical and lexical features not just of 23 24 The Cambridge Guide to Teaching English to Speakers of Other Languages written texts in general but of different types of texts. They recommend providing students with extensive, specific knowledge about how texts work, particularly important, it is claimed, for many L2 and minority children who may be less familiar than mainstream learners with a wide range of genres.

Cultural bias, level of difficulty and clarity in assignments; • rationalising assignment choices and assessment criteria for both the teacher and the student writers (Reid and Kroll 1995; Grabe and Kaplan 1996); the interrelationships between teacher response and teacher assessment; and fair and equitable evaluation processes. • • Innovations in English L2 writing assessment include portfolio evaluation, in which several representative, drafted samples of student writing are considered in an overall evaluation.

1996). Other research delves more deeply into the grammar of speech (Biber 1988; Yule et al. , Biber et al. 1999). CORPUS LINGUISTICS Corpus linguistics is another area with important implications for understanding and teaching grammar (McEnery and Wilson 1996; Biber et al. 1998). With technological changes, concordance programs can search massive databases of spoken and written language to identify examples of particular grammatical patterns (Sinclair 1990). For example, using the 320-million-word CO BUILD corpus of British, American and Australian English, researchers have found that insist typically occurs in the following combinations: insist (that) He insisted that he hadn't done it.

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A basic Hindi reader by Richard Harris, Rama Nath Sharma

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