ABSTRACT
Teachers have a large number of published grammar practice books from which to select. Key questions are as follows: What methodology for teaching grammar do these books employ? What is the empirical/theoretical basis for the chosen methodology?1 The first question can be answered by undertaking a careful analysis of the methodological features of a selection of the available books. The second can be answered by examining the explicit comments of the authors of the books (e.g., in the introductory sections) or by inferring the guiding principles from the types of activities employed. In this chapter I address both questions.
