Noting that issues surrounding grammar instruction are a source of controversy within the English language arts curriculum, this concept paper examines the usefulness of formal instruction in naming parts of speech, diagramming sentences, naming types of phrases and clauses, and naming sentence types. Following an introduction that defines…

This paper argues that second language instruction that aims to foster speaking skills and natural spoken interaction should be based upon the grammar of the spoken language, and not on grammars that reflect written norms. Using evidence from a corpus of conversational English, this examination focuses on how four grammatical features that occur…