ERIC Number: ED031474
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
An Analysis of Methods and of Textbooks in Teaching Grammar in Elementary School English.
O'Connell, Sister Mary Patrick
This study proposed to analyze the teaching of grammar nationally in grades three through eight by a qualitative analysis of textbooks used and a questionnaire survey of actual teaching practices, policies, and procedures. The textbooks were analyzed for their approaches to sentences, parts of speech, and word usage; their page allotments to several factors of language teaching; and their basic philosophies. The texts revealed more similarities than differences, concentrated on the inductive method rather than the deductive, and placed sentence diagramming at seventh grade level or above. Of those teachers randomly selected to receive the questionnaire, 67% responded. These results indicated a similarity among the participants with regard to academic-professional background, time spent on grammar instruction, emphasis on written language over oral, and consensus on dealing with individual differences. Dissimilarity on the use of sentence diagramming was noted. Some conclusions were that (1) grammar plays a significant role in English language teaching, (2) both text and teacher treat grammar in functional situations, and (3) parochial teachers consider sentence diagramming more important than do public school teachers. (Author/LH)
Descriptors: Elementary Education, English Instruction, Grammar, Language Instruction, Sentence Diagraming, Teacher Background, Teacher Characteristics, Teaching Methods, Textbook Evaluation, Traditional Grammar, Written Language
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Publication Type: N/A
Education Level: N/A
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Note: Ph.D. Dissertation, St. Louis University.