Traces the development of French "grammatical analysis" and "logical analysis," from the 16th century concept of syntax, to 19th century pedagogy. (AM)

Critically analyzes Paul J. Schafer's advocacy (in Return to Normalcy," Elementary English," vol. 47, no. 5 (May 1970), p. 671--see TE 200 730) of a return to the teaching of traditional grammar. (SW)

Notes the problems associated with integrating grammar study in writing instruction. Provides strategies for such integration, including a syllabus for teaching the verb phrase. (RL)

Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

Two grammars (traditional and transformational) and two methods of teaching (direct and indirect) were measured to determine their effects upon the writing performance of students of low socioeconomic backgrounds. While the direct teaching of grammar was concerned with the correction of specific errors, the indirect teaching was concerned with a…

"Grammar Graphics" is a technique for teaching English grammar to children in grades three through five using symbols to represent each part of speech. In this way children can graphically perceive and understand the function of words in a sentence. Basically the students learn symbols for all parts of speech except the preposition and conjunction…

Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)

This paper is divided into the following five sections, each of which considers an aspect of teaching grammar: the importance of teaching English grammar, teaching the patterns of words and sentences, the functions of words, making sentences, and a curriculum proposal for teaching standard English in the elementary grades through high school. (LL)

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…

Discusses insights and concerns growing out of a study in which middle school and high school language arts teachers examined the research in the teaching of grammar and examined the content, methods, and materials of their own grammar curriculum. Details process guidelines and content guidelines that were developed. (EL)

The approaches of traditional grammar, descriptive linguistics, and generative grammar are largely complementary rather than exclusive. Traditional grammar defines eight parts of speech according to meaning or function and concerns itself almost wholely with the written language. Descriptive linguistics postulates that English has a set of unique…

An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned…