ERIC Number: ED166991
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Developing Syntactic Fluency of College Foreign Language Students Through Sentence-Combining Practice [and] Manual of Instructional Materials for Sentence-Combining Practice.
Cooper, Thomas C.
A study was conducted with the following objectives: (1) to determine if sentence-combining practice would prove to be an efficient way of promoting statistically significant syntactic development in the writing of third quarter college students of French, German, and Spanish; (2) to apply the methodology for analysis of writing samples to analysis of speech samples in order to determine how sentence-combining practice will affect speech complexity of the students; (3) to compare rates of oral and written syntactic development between the three distinct language sections; and (4) to explore the feasibility of including instructional materials based on sentence-combining techniques in intermediate college language courses. The study sample was 323 students enrolled at the University of Georgia during the spring quarter, 1977. Students in the experimental group used the same texts as did the control group students but they were also taught according to a modified audio-lingual approach. The experimental students did sentence-combining practice and read fewer selections from their anthologies. It is concluded that sentence-combining as an instructional technique is just as effective for teaching writing to intermediate foreign language students as it has been with native speakers of English. Examples of the exercises and a manual of instructional materials for sentence-combining practice, which is 350 pages in length, are included. (SW)
Descriptors: Communicative Competence (Languages), French, German, Higher Education, Instructional Materials, Language Instruction, Language Skills, Research Reports, Second Language Learning, Sentence Combining, Spanish, Speech Skills, Syntax, Teaching Guides, Teaching Methods, Writing Exercises, Writing Skills
Publication Type: Reports - Research; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: EXXON Education Foundation, New York, NY.