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ERIC Number: ED015173
Record Type: RIE
Publication Date: 1967-Aug-31
Pages: 119
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
MATERIALS AND METHODS FOR TEACHING STRUCTURAL AND GENERATIVE GRAMMAR TO HIGH SCHOOL STUDENTS AND THEIR TEACHERS. FINAL REPORT.
MACLEISH, ANDREW; SEAT, WILLIAM R., III
FROM 1965 THROUGH 1967, THE NORTHERN ILLINOIS UNIVERSITY CURRICULUM CENTER WAS ENGAGED IN DEVELOPING WORKABLE MATERIALS IN STRUCTURAL AND TRANSFORMATIONAL GRAMMARS FOR THE 11TH AND 12TH GRADES AND IN INVESTIGATING THE EFFECT OF INSTRUCTION IN THESE UPON STUDENT WRITING AND UPON STUDENT AND TEACHER ATTITUDES TOWARD THE STUDY OF LINGUISTICS. AFTER ANALYZING GRAMMAR TEXTBOOKS AND STUDYING PHONOLOGY, MORPHOLOGY, AND TRANSFORMATIONAL SYNTAX, 15 EXPERIENCED TEACHERS DEVELOPED TEACHING UNITS ON PHONOLOGY, MORPHOLOGY, HISTORY OF THE LANGUAGE, AND TRANSFORMATIONAL GRAMMAR. THE EFFECT OF INSTRUCTION IN THE NEW GRAMMARS ON STUDENT WRITING WAS INCONCLUSIVE. HOWEVER, RESEARCH DID REVEAL THAT THESE GRAMMARS CAN (1) BE TAUGHT SUCCESSFULLY IN SENIOR HIGH SCHOOL, BY TEACHERS WHOSE TRAINING WAS IN TRADITIONAL GRAMMAR, TO BOTH THOSE STUDENTS WHO ARE THOROUGHLY INDOCTRINATED IN TRADITIONAL GRAMMAR AND TO THOSE WHO KNOW LITTLE GRAMMAR, (2) BE INCORPORATED INTO THE STUDY OF LITERATURE, TRADITIONAL GRAMMAR, AND COMPOSITION, AND CORRELATED WITH FOREIGN LANGUAGE AND SPEECH, (3) MAKE STUDENTS MORE SENSITIVE TO THEIR LANGUAGE--ITS STRUCTURE AND THEIR OWN WRITING ERRORS, (4) SHOW TEACHERS EXPLICIT AND UNAMBIGUOUS WAYS TO HELP STUDENTS ELIMINATE ERRORS, AND (5) MOTIVATE STUDENTS AND TEACHERS TO FURTHER ENGLISH LANGUAGE STUDY. THESE FINDINGS INDICATE THAT MOST OF THE MATERIALS COULD BE INTRODUCED EARLIER IN THE SCHOOL CURRICULUM. (RD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Northern Illinois Univ., De Kalb.
Identifiers: NORTHERN ILLINOIS UNIVERSITY