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Haggis, Bernard M. – Francais dans le Monde, 1971
Descriptors: Applied Linguistics, Form Classes (Languages), French, Grammar
Nurss, Joanne R.; Day, David E. – Journal of Verbal Learning and Verbal Behavior, 1971
Research supported by a United States Office of Education grant. (DS)
Descriptors: Anglo Americans, Blacks, Children, Grammar
Peer reviewedCyrus, Virginia J. – Visible Language, 1971
Relates the variations in scribal spacings found in hand-produced Old English manuscripts to linguistic features of the text, including the syntactic structures as identified by immediate constituent analysis. (VJ)
Descriptors: Componential Analysis, Diachronic Linguistics, Graphemes, Handwriting Skills
Geyer, James R. – Journal of the Reading Specialist, 1970
Descriptors: Difficulty Level, Evaluation, Measurement Instruments, Predictive Validity
Admoni, W. G. – Deut Fremdsprache, 1970
Descriptors: Deep Structure, Form Classes (Languages), German, Language Usage
Wollmann, Alfred – Praxis des Neusprachlichen Unterrichts, 1970
Descriptors: English (Second Language), Form Classes (Languages), Function Words, Language Instruction
Peer reviewedKessel, Frank S. – Monographs of the Society for Research in Child Development, 1970
This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)
Descriptors: Ambiguity, Cognitive Processes, Comprehension, Elementary School Students
Wright, Patricia – Lang Speech, 1969
Descriptors: Adults, Cognitive Processes, Language Ability, Language Research
Davie, H. C. M. – Engl Lang Teaching, 1970
Summarizes the most basic rules for indirect speech in English but claims that they are useless if taught strictly as rules; also insists on the necessity for contextualization in drills on indirect speech. (FB)
Descriptors: English, English (Second Language), Language Patterns, Pattern Drills (Language)
Peer reviewedGarnham, Alan – British Journal of Psychology, 1981
Experiments using memory paradigms have shown that general terms receive context-dependent encodings. This experiment investigates the encoding of category and instance nouns. The results indicate that representations set up during reading are the product of both the linguistic input and of general knowledge. (Author/KC)
Descriptors: College Students, Conceptual Tempo, Context Clues, Decoding (Reading)
Peer reviewedWeaver, Constance – Language Arts, 1982
Finds that the proportion of sentence fragments remained fairly consistent across grade levels, with older students making more errors with more complex syntactic structures as they began to elaborate on ideas and use more subordinate elements. (RL)
Descriptors: Elementary Education, Error Analysis (Language), Language Acquisition, Punctuation
Peer reviewedSwonk, Joseph – Teaching English in the Two-Year College, 1981
Describes a technique for introducing the basics of grammar into a college freshman composition course, in which the instructor correlated grammatical structures with students' personality types. (HTH)
Descriptors: Classroom Techniques, Grammar, Higher Education, Personality Traits
Peer reviewedGoodin, George; Perkins, Kyle – College English, 1982
Offers rules and comments for using discourse analysis to teach student writers how to convert incoherent compositions into coherent, cohesive prose. (RL)
Descriptors: Coherence, Cohesion (Written Composition), College English, Discourse Analysis
Peer reviewedBroadhead, Glenn J.; Berlin, James A. – College Composition and Communication, 1981
Guidelines for connecting the rhetorical principles taught by Francis Christensen with concepts from sentence-combining in a plan to help students learn to invent and develop sentences. (RL)
Descriptors: Classroom Techniques, College English, Generative Grammar, Higher Education
Peer reviewedMukattash, Lewis – English Language Teaching Journal, 1981
Describes relationship between curriculum and learner evaluation in Jordan of English language teaching. Claims Oxford Secondary English Course for Jordan tests are defective, speaking is ignored in tests, reading comprehension is neglected and tests are exclusively discrete-point tests. Suggests use of cloze tests and translation. (BK)
Descriptors: English (Second Language), Evaluation Methods, Language Tests, Reading Comprehension
