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This paper presents the results of an empirical study of the curriculum of the TESOL methods course in the United States. The survey sample consisted of 120 teacher preparation programs. The response rate was 78%; 94 respondents returned 77 questionnaires and 55 course syllabi. These provided information about the content of the TESOL methods course, its goals, requirements, instructional materials, and common problems, and they identified possible avenues for development and change.
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Christine Große (1991) studied this question.
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