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ERIC Number: ED003302
Record Type: RIE
Publication Date: 1963
Pages: 96
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
COMPARISON OF TWO METHODS OF TEACHING REMEDIAL ENGLISH TO COLLEGE FRESHMEN.
CARTER, LAMORE J.; AND OTHERS
REMEDIAL ENGLISH INSTRUCTIONAL METHODS FOR COLLEGE WERE COMPARED TO DETERMINE WHICH OF TWO APPROACHES PRODUCES THE GREATER AMOUNT OF MEASURABLE EDUCATIONAL RESULTS AND WHICH CONTRIBUTES TO GREATER PERSISTENCY OF ACQUIRED SKILLS IN WRITTEN AND SPOKEN ENGLISH. IN ADDITION, THE RELATIONSHIPS AMONG IMPROVEMENT AND PERSISTENCY OF IMPROVEMENT IN WRITTEN AND SPOKEN ENGLISH AND INTELLIGENCE TEST SCORES WERE DESCRIBED. THE TWO INSTRUCTIONAL APPROACHES UNDER INVESTIGATION WERE--(1) THE CONVENTIONAL METHOD, INVOLVING THE USE OF A TEXTBOOK WITH LECTURES, GRAMMAR DRILLS, CLASS DISCUSSIONS, AND IMPROMPTU SPEECHES AND ESSAYS, CENTERED AROUND THE MOST COMMON ENGLISH ERRORS OF COLLEGE STUDENTS, AND (2) THE LABORATORY METHOD, USING SPECIALLY STRUCTURED, UNREHEARSED VERBAL RECORDINGS OF CLASSROOM RESPONSES AND MIMEOGRAPHED COPIES OF THE SAME MATERIAL AS TEACHING CONTENT TO INSTILL BETTER STUDENT UNDERSTANDING AND SKILLS IN ENGLISH WITHOUT THE USE OF TEXTBOOKS OR WORKBOOKS. APPROXIMATELY 130 COLLEGE FRESHMEN ENROLLED IN 4 CLASSES (2 FOR EACH METHOD) WERE THE SUBJECTS. PRETEST, RETEST, AND PERSISTENCY TEST SCORES WERE OBTAINED AND ANALYZED ON THE STUDENTS' WRITTEN OR SPOKEN ENGLISH. USING THIS SAMPLE, THE INVESTIGATORS NOTED THAT THE LABORATORY METHOD WAS ONLY SUPERIOR WITH RESPECT TO TEACHING SPOKEN ENGLISH SKILLS. OTHER DEMONSTRATED DIFFERENCES WERE NEGLIGIBLE. FURTHER RESEARCH WAS SUGGESTED, HOWEVER, TO DETERMINE THE PRODUCTIVITY OF THIS LABORATORY METHOD IN REGULAR ENGLISH CLASSES. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Grambling Coll., LA.
Identifiers: Grambling College LA; LOUISIANA