"Advanced student" is defined here as the kind of student who can converse with native speakers and read simplified or simple English prose at reasonable rates with good comprehension. Such a student, however, is still not ready for university-level reading. The major problem for the teacher is not teaching English words but English structures.…

This paper deals with deep and surface structure differences and their implication for language teachers. Examples of similar surface structures and dissimilar underlying structures often presented to students of English for pattern drill are pointed out (e.g., the "it" in "It's easy to speak English,""It's difficult for us," and "It's hot…

Basic to composition skill is control of sentence structure and accuracy in mechanics. Although it is often said that a student should not write what he has not first heard and practiced orally, it might equally well be said that he should not be expected to write grammatical patterns that he has not read, inasmuch as there is a difference in the…

This report, the sixth in a series of working papers issued by the Project on Applied Contrastive Linguistics (PAKS) at the University of Stuttgart, contains theoretical and practical discussions relevant to contrastive linguistics in general and to German-English contrastive linguistics in particular. Papers are: Karl Heinz Wagner, "The…

The divisions in transformational grammar into surface and deep structure give rise to the hypothesis that imitative-repetitive drills will never go beyond the surface structure, and that an explicit verbalization of underlying structures will result in better achievement and proficiency in second language learning. The Project described here,…

The author questions the usefulness of the concepts of transformational generative grammar, especially as represented in Jacobs and Rosenbaum's "English Transformational Grammar, for the teacher of English as a Second Language. Paper presented at the TESOL Convention, Chicago, March 1969. (FWB)

In viewing the approach to English and other grammars in the light of linguistic universals, the author feels that the principal justification for deep structure analysis of English is that "deep structure analyses of all the languages of our multilingual world in combination can serve as a genuinely scientific basis of a defensible universal…

This linguistically-oriented text, based on a transformational-generative approach is intended for advanced, adult students of English as a foreign or second language. The book is "especially strong in (1) explaining patterns and meanings on the basis of the deep structure of English, (2) presenting the structural and semantic correspondence…

There is a difference between learning a second language and learning a second dialect; the English as a second language (ESL) program should be limited to teaching English to students who do not already know English. Although there are not enough ESL programs, there is also a problem that some students are receiving ESL instruction even though…

This paper attempts to discuss some of the implications of transformational grammar for language analysis and language learning. The author covers the following points: (1) transformational grammar--some background and some claims, and some linguistic and psychological implications; (2) which, if any, of the claims of transformational grammar are…

Examing the relationship between linguistic functions and other complex mental and emotional processes such as intellect, conceptual behavior, personality differences, egocentricity, and other important facets of cognitive and affective behavior may lead to the description of "psychologically" real grammatical structures which relate directly to…

This research report deals with the transformations of stimulus sentences that primary grade speakers of Hawaii Creole English (HCE) made when they were asked to repeat sentences said to them in Standard English. The test used was the Kamehameha Early Education Program (KEEP) Standard English Repetition Test (SERT) which was administered to the 21…

It is believed that by focusing on the problems of advanced learners of English as a second language, implications can be drawn for issues in second language teaching and testing in general. Considerations are offered on the influence of structural linguistics and transformational generative linguistics as well as language acquisition theories on…