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This article examines a number of adult ESL grammar textbooks via an author designed checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although a few textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions.
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Ayşe Akyel (2000) studied this question.
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