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Peer reviewedSutton, Ann – Journal of Speech and Hearing Research, 1996
This paper reviews the literature on grammatical knowledge in language comprehension in the preschool years from the perspective of sensitivity to structural contrasts. Studies of both direct and indirect evidence of sensitivity to structural contrasts were evaluated and showed that there may be a developmental sequence of increasing sensitivity…
Descriptors: Age Differences, Child Development, Developmental Stages, Grammar
Peer reviewedGann, Marjorie – English Quarterly, 1984
Discusses the continuing controversy over how to teach grammar. Finds that the traditional, structural, and transformational approaches each have their strengths and weaknesses, with none clearly better than the others. Suggests that the teaching of grammar, while not the key to improvement in written English, will always have a place in the…
Descriptors: Comparative Analysis, Educational Research, English, English Curriculum
Weaver, Constance – 1979
Intended for preservice and inservice teachers at all educational levels, but especially for those in English education classes, this book examines the foundations of grammar instruction and supplies some definitions and examples of grammar usage. Part one of the book explores relevant language research, reasons for teaching grammar, the…
Descriptors: English Education, English Instruction, Grammar, Language Research
Download full textFrank, Marcella – 1993
Two developments in 20th-century grammar are discussed, focusing on aspects that may be useful in training teachers of English as a Second Language (ESL). The two developments are (1) the large descriptive grammars based on usage surveys, which give a systematic and detailed presentation of facts of usage, and (2) procedures for analyzing a…
Descriptors: Comparative Analysis, Elementary Secondary Education, English (Second Language), Grammar
Peer reviewedCrowley, Sharon – Written Communication, 1989
Discusses the recommendations made by compositionists from 1950 to 1980 to apply the findings of linguists to composition instruction. Argues that the noncontextual orientation of modern linguistics renders it insufficient as a comprehensive source of theoretical or practical assistance in composition instruction. (MG)
Descriptors: Descriptive Linguistics, Discourse Analysis, Grammar, Language Usage
Peer reviewedRose, Shirley K. – College English, 1983
Examines the use of sentence combining as a bridge between grammar and rhetoric during the past 100 years. (MM)
Descriptors: Educational History, Educational Theories, Educational Trends, Elementary Secondary Education
Peer reviewedBraidi, Susan M. – Language Learning, 1995
Reviews research findings on second-language (L2) interaction from the perspective of syntactic development. The article argues that better understanding of the role of negotiated interaction in L2 syntactic development requires examining the specific grammatical structures in interaction guided by the criteria of relevance, availability,…
Descriptors: College Students, Discourse Analysis, English (Second Language), Grammar
