Describes a study using transformational generative grammar to demonstrate that the frequently used structure "verb a verb" in Spanish is to be interpreted in three ways. Conclusions are drawn for the teaching of Spanish as a foreign language. (AMH)

GENERATIVE THEORY NOW DOMINATES MACHINE TRANSLATION AND HAS BEGUN TO TAKE OVER THE TEACHING OF ENGLISH GRAMMAR IN THE SCHOOLS, AS ONE PUBLISHER AFTER ANOTHER COMES OUT WITH A TRANSFORMATIONALLY-ORIENTED SERIES OF TEXTBOOK FOR HIGH SCHOOL ENGLISH. THE AUTHOR FEELS, HOWEVER, THAT THE EFFECTS OF THIS THEORY ON LANGUAGE TEACHING HAVE BEEN NEGLIGIBLE…

Discusses and illustrates three rule sets suitable for presenting generative grammar to beginners; and appendix to the author's article with the same title in the February 1970 (No. 13) issue, pp. 39-53; see TE 200 767. (Editor/SW)

This paper attempts to give a unified view of the workings of noun clauses. These are considered according to three main types corresponding to three different kinds of source sentences. All three types can be used in any usual noun-phrase function, especially subject, direct object, and prepositional object. Four factors which complicate the…

Transformational grammar offers the most adequate system by which to meet the goal of grammar instruction, which is to increase the student's understanding of the nature of language. This grammar attempts to explain the mental processes underlying the production and understanding of sentences, to describe linguistic competence, to construct…

These two units of the Minnesota Project English curriculum employ transformational grammar in an attempt to make eighth-grade students aware of fundamental facts about their language. Concepts taught in the first unit are (1) that an infinite number of English sentences exists, (2) that a few basic transformations are the basis for a large number…

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Describes a study which found that generative rhetoric instruction produced a quantitative and qualitative increase in college students' syntactic maturity. (DD)

Expanded version of a lecture held at a Teacher Education Conference, Mainz, West Germany, June 7, 1972. (DD)

Translation of a paper presented at the Northeast Confernece on the Teaching of Foreign Languages held in April 1966 in New York, New York. (DS)

Attempt at redefining the role of transformation grammar in the creation of pattern practice drills. (RS)