ERIC Number: ED030667
Record Type: RIE
Publication Date: 1969-May
Reference Count: 0
A Comparison of the Teaching Practices of Teachers With and Without Formal Preparation in Linguistics. Interim Report.
Makely, William O.
This study attempted to discover what difference was made in teaching practice by the introduction of a course in linguistics into the undergraduate English-education curriculum. Questionnaires were sent to 10 students who had graduated from Roosevelt University (Chicago) prior to January, 1966, with no linguistic training and to 14 graduating after that date who took a required course emphasizing the application of linguistics to teaching language. Questionnaires were also sent to 135 experienced English teachers selected at random from the membership listing of the Illinois Association of Teachers of English. The questionnaires asked the teachers to indicate their use of various approaches to specific grammar teaching problems. These approaches represented the typical viewpoints of traditional, structural, and transformational grammars. In another questionnaire, the Roosevelt University graduates were asked to evaluate their own competence as language teachers. Results of the first questionnaire showed that teachers with linguistic training could make informed choices among the various grammars in response to each problem; those with little training were limited to traditional grammar. The second questionnaire indicated that teachers who had taken linguistics felt more competent as language teachers than those who had not. (Author/LH)
Descriptors: Applied Linguistics, English Instruction, Grammar, Language Instruction, Language Teachers, Linguistics, Preservice Teacher Education, Structural Grammar, Teacher Attitudes, Teacher Behavior, Teacher Characteristics, Teacher Education, Teacher Education Curriculum, Teacher Qualifications, Teaching Experience, Teaching Skills, Traditional Grammar, Transformational Generative Grammar
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers, Urbana.
Identifiers: Project English