ERIC Number: ED031472
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
A Study of the Effectiveness of a Linguistic Approach in Teaching Composition to Secondary School English Students.
Murphy, Dennis Kevin
This study investigated (1) whether teaching applied linguistics can help high school students learn to write more effectively, and (2) which approach, linguistic or traditional, is more effective in teaching composition. Twelfth grade male students (188) in a private metropolitan high school were randomly assigned to six sample groups, fairly similar in intelligence and socioeconomic status. Two groups were taught composition through a traditional grammar approach, two through a linguistic approach, and two, serving as control groups, were not taught composition at all. One group from each of the three treatments was given a standard essay pretest, and after 12 weeks of instruction, all groups were given a different version of the same test. Test results indicated that traditional groups were more successful than linguistic groups and showed marked improvement over the control groups. The success of the traditional group could have resulted from several factors: (1) familiar concepts in the traditional course permitted more time to be spent on rhetoric and style, whereas unfamiliar concepts in the linguistic approach required more time to master, (2) the content of the traditional course was completed while that of the linguistics course was not, and (3) the limited mastery of linguistic concepts may have confused students. Author/LH
Descriptors: Applied Linguistics, English Instruction, Experimental Teaching, Grade 12, Rhetoric, Secondary Education, Student Improvement, Teaching Methods, Traditional Grammar, Writing (Composition), Writing Skills
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Publication Type: N/A
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Note: Ed.D. Dissertation, The University of Rochester.