Despite a long debate and the accompanying call for changes in the past few decades, grammar instruction in college English classes, according to some scholars, has remained largely "disempowering,""decontextualized," and "remedial" (Micciche, 2004, p. 718). To search for more effective and empowering grammar teaching, this study explores the use…

This article presents an annotated bibliography of "Research in the Teaching of English" (RTE). The 2010 version of the bibliography involves a major change--the bibliography is available solely as a downloadable pdf file at http://www.ncte.org/journals/rte/issues/v45-2. As the length of the bibliography has grown from 15 pages in 2003 to 88 pages…

The domain of inquiry by literacy researchers has expanded greatly over the past generation. Literacy researchers now address out-of-school literacies, multimodal texts, literacy across the curriculum and other important issues. Research on literacy development has become even more important in the high stakes assessment environments in today's…

Reports on an attempt to establish a research or "observation" base for a comprehensive list of English oral language errors that a student will most likely make as a result of coming from a Spanish speaking background. (DD)

Investigates the relationships between the occurrence of mazes (garbles, word tangles, or false starts), sentence complexity, and the use of connectives in 20 fifth-grade students. (HOD)

A study of the language usage of 80 middle school students revealed no significant difference between the sexes on any measure of syntactic maturity; however, boys deviated from standard usage somewhat more frequently than did girls, and boys produced more words in oral language while girls produced more words in written language. (ET)

Examines the process of question development in a second language. Shows that with greater English proficiency (1) there was less reliance on syntactically simple construction, (2) questions about personal information and actions and intentions questions increased, (3) requests for factual information and classification questions decreased. (SRT)

Analysis of adult discussions reveals a lack of fit between pedagogical grammars and actual usage. (JH)

Reviews the present status of the categories developed by the Writing Research Unit at the University of London for classifying discourse function. (HOD)

Data in this study showed significant linguistic differences between six- and seven-year-olds and a leveling-off between the seven- and eight-year-olds. (DD)

Reports on a study of the oral and written English syntax of both Gaelic/English bilingual and English monolingual fourth- and ninth-grade students on the Isle of Lewis, Scotland. Concludes that the use of English syntax by bilingual speakers was equal to or (in one measure) superior to that of monolingual speakers. (ET)

A study concluded that significant differences did exist in the inclusion of females when using masculine/generic as compared to neutral/generic nouns. (DD)