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Abstract
It is suggested that ongoing efforts at syllabus reform in English as a foreign language teaching are doomed to failure unless they take into account the current nature of English teaching & make significant & even radical efforts to introduce new concepts into the classroom. Significant changes in the nature of English-language teaching in India that have occurred since the 1950s are reviewed. It is suggested that current assumptions that students will reach the university level with a good grasp of the English language are unfounded & possibly unrealistic. University instructional programs must deal with the reality of student ability levels & aim toward providing students with the language skills they need. B. Annesser Murray.
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Source Title
Journal of English and Foreign Languages
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Series/Report No.
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Date
1988
DOI
Type
Article