41. Teaching Grammar I do not think that grammar teaching should be at the core of the English The first has to do with general education grammar teaching can be an http://www.msu.edu/~sandinkr/grammarwhybother.htm

Teaching Grammar: Why Bother? Stephen Krashen 1998 California English Research on the relationship between formal grammar instruction and performance on measures of writing ability is very consistent: There is no relationship between grammar study and writing (Krashen, 1984). Perhaps the most convincing research is that of Elley, Barham, Lamb and Wyllie (1976). After a three year study comparing the effects of traditional grammar, transformational grammar and no grammar on high school students in New Zealand, they concluded that "English grammar, whether traditional or transformational, has virtually no influence on the language growth of typical secondary students" (pp. 17-18). In addition, research is equally consistent in showing that writing ability and reading are related: Those who read more, write better (Krashen, 1993a). The reform school boys in Fader's Hooked on Books study who read self-selected paperback books for two years outperformed comparison boys on writing fluency, writing complexity, and reading, as well as on measures self-esteem and attitude towards school (Fader, 1976).

42. How To Use This Site-Cyber Grammar Online Grammar Course On the one hand, grammar was vigorously rejected by teachers in the late 50s and On the other hand, the abandonment of grammar teaching has been the http://www.ex.ac.uk/~damyhill/grammar/why.htm

Why learn Grammar? The topic of grammar had had a curious press. On the one hand, grammar was vigorously rejected by teachers in the late 50s and early 60s because they believed it made no difference to children's writing. On the other hand, the abandonment of grammar teaching has been the subject of forceful invective, to the point that in recent years politicians such as Norman Tebbit suggested that there was a correlation between the loss of grammar and crime rates! In many ways, this debate has created a negative view of grammar. Public and media attitudes tend to concentrate on errors and the notion that more grammar teaching will remove these errors. But this is a pity. The best reasons for teaching grammar are positive. So why teach grammar? The language of grammar is a shared language for talking about speech and writing. Knowing about grammar can help writers take control of their writing: they can craft and create because they understand what they are doing. Knowing about grammar can help readers explore how texts operate and how their messages and effects are created. Language is fascinating! Many people enjoy learning about grammar simply for its own sake.

43. [Oerberg] Grammar Teaching Et Alia Oerberg grammar teaching et alia. Robert Patrick potoole at numail.org Fri Apr15 150528 GMT 2005. Previous message Oerberg istem http://av207.aplonis.com/pipermail/oerberg/2005-April/000034.html

[Oerberg] grammar teaching et alia Robert Patrick potoole at numail.org Fri Apr 15 15:05:28 GMT 2005 Previous message: [Oerberg] i-stem Next message: [Oerberg] grammar teaching et alia Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] Previous message: [Oerberg] i-stem Next message: [Oerberg] grammar teaching et alia Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] ... More information about the Oerberg mailing list

44. LAGB CLIE REPORTER'S REPORT No It is hoped that explicit grammar teaching will have positive effects on Grammar still raises a lot of concerns among trainee teachers and their http://www.essex.ac.uk/linguistics/LAGB/CLIE/clie_rep4.html

LAGB CLIE REPORTER'S REPORT No. 4 (Previous reports are available at http://clwww.essex.ac.uk/LAGB/CLIE/ COMMITTEE FOR LINGUISTICS IN EDUCATION (CLIE) MEETING Wednesday, 21 June 2000; 2.00-5.00 p.m. at the Institute of Education, University of London, 20 Bedford Way, London. The meeting fell into three parts, reported below under the following headings: New CLIE core members and officers settle in Members continue to build bridges with the TTA and the NLS Other information exchanged 1. NEW CLIE OFFICERS AND CORE MEMBERS SETTLE IN Following the end of the term for CLIE officers and some rep resignations in the last year or so, CLIE membership is as follows: plus representatives of numerous other organisations involved or interested in issues to do with linguistics in education. From next meeting (November 2000), the Chair of CLIE goes from the LAGB (Nicola Woods) to BAAL (Roz Ivanic), and the Secretary-ship goes from BAAL (Roz Ivanic) to LAGB (Ewa Jaworska). 2. MEMBERS CONTINUE TO BUILD BRIDGES WITH THE TTA AND THE NLS (Please see also CLIE Report No. 2 (Nov. 99), sect. 2, and Report No. 3 (Feb. 00), sect. 1.)

45. Vol 33 No 3, July - September 1995 Page 58 In Search of an Effective grammar teaching Model by TsaiYu Chen. Language teachers urgently need a grammar teaching model built upon theoretical http://exchanges.state.gov/forum/vols/vol33/no3/p58.htm

Vol 33 No 3, July - September 1995 Page 58 PREVIOUS CONTENTS SEARCH NEXT TAIWAN In Search of an Effective Grammar Teaching Model by Tsai-Yu Chen Language teachers urgently need a grammar teaching model built upon theoretical insights and research findings from second language acquisition. This model must be compatible with a communicative framework that stresses meaningful (negotiated) interaction resulting from the learners' comprehension of classroom input. It should integrate explicit grammar instruction (EGI) with communicative language teaching (CLT). I borrow the term explicit grammar instruction, from Terrell (l991) to refer to those instructional strategies employed to raise learners' conscious awareness of the form or structure of the target language. In the following pages, I shall investigate how EGI and CLT can supplement each other to provide a new perspective for teaching grammar. Justification of EGI Indeed, some studies (for a full review see Canale and Swain, 1988), reporting that grammatical competence is not a good predictor for communicative competence, overestimate the role of unconscious learning. On the contrary, a thorough search of the literature reveals that a variety of research findings favors conscious grammar learning/teaching. Some convincing research findings are worth mentioning here. Pienemman (1984, 1989) found that though psychological constraints exist on the teachability of language, EGI can make a difference. He found EGI effective when teaching grammatical features that are stage-appropriate. For example, a learner will succeed in mastering structural forms of stage x+3 only when the current state of the learner is at stage x+2. (see

46. Structure Of English And Grammar Teaching Techniques Structure of English and grammar teaching Techniques. http://www.nu.edu/Academics/Schools/ExtendedStudies/ProfessionalDevelopm/OnsiteP

@import url(/css/global.css); @import url(/css/grids/three_col.css); @import url(/css/content.css); @import url(/css/schemes/nu.css); National University System Contact Us Directory Site Index ... National University TSL 1401X - Structure of English and Grammar Teaching Techniques In Class Programs Technology Series Certificate Programs Teacher Development ... Online Programs A clear and deep understanding of English grammar is absolutely essential for teachers of ESL/EFL. It is, ironically, the most common weakness of teachers, whether native speakers or not. This purpose of this course is twofold: (a) to help teachers acquire the necessary foundation and sense of grammar and (b) to give them practical and immediately applicable techniques they can use to teach grammar to their students. Topics include: Discussion of common problem areas for students English specific to academic writing Games and activities to make grammar accessible to students TOEFL-related grammar issues Course fee: Contact Us Email to a Friend Help

47. Geoff Barton's Curriculum Support This, for me, is the big breakthrough in grammar teaching recognising that The best grammar teaching has a specific focus, builds students skills, http://www.longman.co.uk/tt_seceng/curric_sup/sept00/barton3.htm

Grammar Essentials Geoff Barton Years of presenting assemblies to reluctant adolescents have made me fairly confident as a public speaker, so I happily agreed to give a talk to the Linguistics Association of Great Britain at St John's College, Durham. I felt a little unnerved when I arrived in Durham and saw the programme. I was sandwiched between some decidedly high-powered talks. There was "The morphological expression of syntactic information in optimality theoretic syntax", "Romance ethic clitics and the notion of non-propositional person", and "Licensing attributes morphologically". My own title - "Grammar and writing" - suddenly looked distinctly unsexy. But then the grammar repertoire of a university linguist and a classroom teacher is bound to be different. In fact, I'm increasingly convinced that grammar in the classroom is a vital stepping-stone to student success, but not an end in itself. The long and sterile debate about whether students need to be taught grammar and, if so, which grammar, and, if this one, which bits  all of that seems to me largely redundant. You could be the grammar expert of the universe and still have to face a class of 14-year-olds who cannot consistently write in sentences. The challenge is: which bits of grammar do we need to teach these students to help them become confident, accurate and reflective writers?

48. Grammar Teaching In Schools - Deccan Herald grammar teaching in schools. Sir, In my grand daughter’s English workbook, We must adopt any one method in teaching grammar without confusing the http://www.deccanherald.com/deccanherald/mar132005/netmail.asp

Sunday, March 13, 2005 Today's Supplement Sunday Herald Sunday Spotlight Fine Arts/Culture Entertainment ... Front Page crbz_sc_client = "31719180dhp05"; crbz_scag_width = 120; crbz_scag_height = 175; crbz_scag_dtlpage = "detscr.asp"; crbz_scag_dtllinknm = "SCORE CARD "; Deccan Herald Now Available Globally in Print Format News National State District City ... Edit Page Interactive Net Mail It's Your Take DH Forum Crossword InfoLine In City Today Movies Helpline Supplements Metro Life - Mon Spectrum Consumer Bytes Cyber Space ... Entertainment Advertisements Gifts for Same day delivery all over India Fresh Flowers for all Occasions to India Hurry NRIs! Citibank Anniversary OFFER! Florist ... Real Estate Properties in Bangalore Reviews Book Reviews Movie Reviews Art Reviews Horoscope Weekly Horoscope Year's Horoscope Previous Editions Yesterday's Edition Archives Others Sunday Soliloquies Weather About Us Advertisement Details ... Subscribe to Deccan Herald Send your Suggestions / Queries about the Website to the Webmaster Contact Us Comment on this article View Others' Comments Other Headlines Deccan Herald Net Mail » Full Story NET MAIL Grammar teaching in schools Sir, In my grand daughter’s English workbook, English Now , Book IV, on page 49, there is an instruction asking children to underline the adverbs in certain sentences. One of the sentences is “We will meet under the tower”. With my little knowledge of grammar, I was not able to find any adverb in the sentence.

49. University Of York Press Release the findings of research into grammar teaching, and that teaching materials controlled trial to establish what aspects of grammar teaching, if any, http://www.york.ac.uk/admin/presspr/pressreleases/grammar.htm

Home Communications Office Current News Guide to Expertise ... Join our mailing list 18 January 2005 Press information: Alison Robinson, Information Officer, Department of Educational Studies; 01904 433462 University of York researchers closer to answering 100-year-old question Researchers at the University of York have taken a significant step towards answering a question that has haunted the teaching of English for more than a century. For over 100 years academics and teachers have agonised over whether or not teaching formal grammar improves the writing skills of their pupils. A new study by the English Review Group, based in the University's Department of Educational Studies, found that teaching techniques such as sentence combining - combining short sentences into longer ones, and embedding elements into simple sentences to make them more complex - may be more effective in helping young people to write well than formal grammar instruction. The research suggests that the National Curriculum should be revised to take account of the findings of research into grammar teaching, and that teaching materials and approaches should be reviewed. The study - the largest systematic review yet of research literature in the field - discovered no evidence that the teaching of traditional grammar, specifically word order or syntax, was effective in assisting writing quality or accuracy among five to 16-year-olds. There was some evidence, however, that the technique of sentence combining can improve compositional skills.

50. Book1 This is the result of questionnaires on grammar teaching basical English grammar teaching students basical competence in JHS ( up to h8.12/31) http://www.asahi-net.or.jp/~ge9m-mtmt/MyHTML.htm

This is the result of "questionnaires on grammar teaching & basical English competence" ......Now I'm gathering...please cooperate! Click here! English "grammar teaching & students' basical competence" in J.H.S ( up to h8.12/31j Yes No I don't know š 1.Do JTEs have to teach grammar in the English lesson ? grammar communication cross cultural understanding pronunciation speaking Listening Reading Writing others š 2.What competence do students need in Junior high school ? (Basical English competence) n.b. total 4skills : I added the checked item into speaking, listening, reading, writing respectively Every English lesson strictly Sometimes through communicative method Naturally, no teaching Inductively, short time out of class, homework others š 3. If we have to teach grammar to Japanese students tell me how to teach it. Here are visitors' comments: Take glance at it! Very useful! DATE : 97/01/05 NAME : Mitsumasa Matsumoto E-Mail : ge9m-mtmt@asahi-net.or.jp next! back More about Grammar Teaching

51. Literacy In The English Classroom And Beyond: Call For Proposals XWord Grammar for Deaf Students Smart grammar teaching . Sue Livingston.After establishing the proper context for grammar teaching, this presentation http://www.rit.edu/~thnktank/program.html

Fourth Meeting of the English Think Tank June 23-25, 2005 Sponsored by PEPNet National Technical Institute for the Deaf CAID http://www.rit.edu/~thnktank ... Overview Program Call for Proposals Registration Accommodations View Fact Sheet Tentative Program Schedule Thursday, 6/23/05 NOON Welcome and Registration Session 1 Session 2 Coffee Break Session 3 Reception Friday, 6/24/05 Session 4 Coffee Break Session 5 Session 6 LUNCH Session 7 Session 8 Coffee Break Session 9 Saturday, 6/25/05 Session 10 Coffee Break Session 11 Session 12 (Open Discussion) Thursday, 6/23/05 Session 1 Thursday 2:00-2:45pm 1. "Computer Assisted Writing Instruction" Katie Schmitz and John Panara We will demonstrate how we use the personal computer connected to an overhead projector to teach the writing process with our deaf college students. During this display sharing, essays are developed, edited, and revised for all to see. Group brainstorming and peer review occur in a supportive and creative environment. Schmitz and Panara are assistant professors in the Department of Liberal Studies at NTID. 2. "Creating a Community of Readers"

52. Search Preview On I Admire Kelsey Grammar Search Preview on I admire Kelsey Grammar and I admire Kelsey Grammar! Teachers’ Pedagogical Systems and grammar teaching A Qualitative Study Simon http://www.freeforessays.com/free_search/I_admire_Kelsey_Grammar/1.html

September 22, 2005 LINKS CATEGORIES Acceptance Arts Business Custom Written ... Top 50 Essays MEMBER LOGIN LINKS Direct Essays Mega Essays Top 50 Essays Essay Samples ... More Links Search Preview Get Full Search Access Here Search took 0.026001 seconds Featured Search Results Seduction of Grammar Refelection on Grammar Classes Introduction to Grammar and Style Admire ... I admire Kelsey Grammar ... Some of us admire celebrities, family, and friends. I admire Kelsey Grammar. I admire Kelsey because of his morals, his acting expertise, some of the obstacles he has overcome, and for the donations he has made to charities. ... It was at the 1998 Academy Awards show where I really realized w... Britney Spears A Woman I Admire A Woman I Admire There are many women that have an impact on my life; however, the question is how many of them do I look up to? ... Some names entered my mind, but do I really admire them? ... Then I realized who I really admire: Britney Spears. The teen pop idol singer Britney Spear... Successful Grammar in the Classroom Successful Grammar in the Classroom Trying to teach a traditional subject in today’s non-traditional school system can be very challenging at times. Constantly looking for fun, new, and innovative ways to motivate and teach students is a struggle at times, especially in the traditional setting...

53. WSIPnet The implications for grammar teaching as for the above are fundamental whatshould be The deductive approach to grammar teaching is less conducive to http://www.wsipnet.pl/kluby/angielski.html?w=&kto=431&k1=431&id=4557

54. Independent Online Edition > News : App6 Schools are wasting their time teaching grammar If there is little evidencethat formal grammar teaching of syntax works, then practices based on http://education.independent.co.uk/news/article15667.ece

Ads_kid=0; Ads_bid=0; Ads_xl=0; Ads_yl=0; Ads_xp=''; Ads_yp=''; Ads_opt=0; Ads_wrd=''; Ads_prf='art=15667'; Ads_par=''; Ads_cnturl=''; Ads_sec=0; Ads_channels=''; Home News UK Crime ... Interviews var articleheadline = "Schools 'are wasting their time teaching grammar'" Home Education News Schools 'are wasting their time teaching grammar' By Sarah Cassidy, Education Correspondent Published: 19 January 2005 Schools are wasting their time teaching children the rules of English grammar because there is no evidence that it has any impact on pupils' writing skills, a government-funded study has concluded. Schools are wasting their time teaching children the rules of English grammar because there is no evidence that it has any impact on pupils' writing skills, a government-funded study has concluded. Ministers should cut back the teaching of formal grammar and let children "learn to write by writing", academics from the University of York said. They called for a review of the national curriculum, arguing that there was little evidence that grammar teaching was "worth the time" spent on it.

55. English Language BA Honours AEs Teaching Materials, Teacher s Attitudes, grammar teaching Ng Eng Khim,Josephine (2002) grammar teaching in Singapore a Qualitative Study of Four http://davidd.myplace.nie.edu.sg/aes/

English Language BA Honours Academic Exercises Teaching Materials Teacher's Attitudes Grammar Teaching Language Testing ... IT Teaching Materials Alison Maree Dragon-Humphries (2003) An Investigation into whether Children's Literature Provides Viable Comprehensible Input to Support the Vocabulary Acquisition of Primary 1 Children (Supervisor: Sandra Williams) Ong Siew Yee Elizabeth (2003) Primary One and Two English Textbooks in Singapore : An Analysis of Text Types and Question Types (Supervisors: Robyn Cox and Kirsten Ann Schaetzel) Lim Suet Ching Megan (2002) Step Ahead : How Useful is it for the Genre-Based Pedagogy (Supervisor: Peter Teo Lee Ching Ting (1999) A Critical Exploration of Gender Portrayal: A Case Study of Instructional Materials Used in primary Schools in Singapore (Supervisor: Anneliese Kramer-Dahl Teachers' Attitudes Ang Elsa (2004) What Constitutes "Good" Student-written Stories?: A Study of Primary Teachers' and Students' Perceptions (Supervisor: Kirsten Schaetzel Ng Siew Peng, Irene (2004) Perspectives on Streaming, EM3 Pupils and Literacy: Views of Participants

56. ERIC L & L Digest Such activities can be boring and do not necessarily teach grammar. He suggeststhat grammar teaching should focus on consciousness raising rather than http://www.cal.org/resources/digest/larsen01.html

Digest See other CAL Digests on linguistics Grammar and Its Teaching: Challenging the Myths Diane Larsen-Freeman, School for International Training (VT) Grammar is often misunderstood in the language teaching field. The misconception lies in the view that grammar is a collection of arbitrary rules about static structures in the language. Further questionable claims are that the structures do not have to be taught, learners will acquire them on their own, or if the structures are taught, the lessons that ensue will be boring. Consequently, communicative and proficiency-based teaching approaches sometimes unduly limit grammar instruction. Of the many claims about grammar that deserve to be called myths, this digest will challenge ten. 1. Grammar is acquired naturally; it need not be taught. It is true that some learners acquire second language grammar naturally without instruction. For example, there are immigrants to the United States who acquire proficiency in English on their own. This is especially true of young immigrants. However, this is not true for all learners. Among the same immigrant groups are learners who may achieve a degree of proficiency, but whose English is far from accurate. A more important question may be whether it is possible with instruction to help learners who cannot achieve accuracy in English on their own. With regard to whether instruction can help learners acquire grammar they would not have learned on their own, some research, although not unequivocal, points to the value of form-focused instruction to improve learners' accuracy over what normally transpires when there is no focus on form (see Larsen-Freeman, 1995).

57. Role Of Grammar It shows that research findings concerning formal grammar teaching I havechosen the role of formal grammar teaching because of two reasons. http://intranet.usc.edu.au/wacana/2/grammar.sla.html

The Role of Formal Grammar Teaching on Second Language Acquisition: A Review of Research and on Views By: Zifirdaus Adnan, Asian Studies Program Murdoch University, Perth A b s t r a c t accelerating it, in raising consciousness, and in increasing accuracy. Experts outside SLA study have also shown support for this style of teaching. However, there are still questions to be answered before most if not all experts in the area accept it. Nonetheless, the paper suggests that these findings have provided us with great insights into our students' learning when we are trying to interfere (to use Newmark's term, Newmark, 1966) with the process. These insights should give us (teachers) better unclerstanding of what we are trying to do, when to do it and scientifically justify why we do it. Introduction In our conference in Adelaide last year, we discussed a lot of issues regarding how to improve our Indonesian language teaching. I noted that the issues were seen merely from teaching perspectives or from the teacher's side of the coin: on how they should do the job. In my study, I found that it was much better to also take the learner's perspective into consideration. What I mean by the learner's perspective is how they acquire the language or to use a more familiar term, how they gain competence in the language; and what happens to the process when we adopt certain methods or approaches in our teaching. A good understanding of the learner's perspective would give US scientific ground to justify a certain action in teaching, e.g. selecting appropriate approaches/methods to teaching, etc. Second Language Acquisition probes this learner perspective.

58. Grammar Mechanics - The Framework For English Nonprofit organization creating software to teach English grammar online. http://www.grammarmechanics.com/

teaches English grammar, vocabulary, writing skills for SAT*/ACT* using interactive animated cartoons. To view this site, you must have Macromedia Flash Player 6 or greater. You can get it here IMPROVE YOUR SCORE AND SKILL! It's not another book! (Get high scores - now). Fun and interactive cartoons! (You will remember these skills). Lots of SAT*/ACT* practice! (Mastery through practice). TRY OUR DEMO MEMBER SIGN IN

59. Wordsmith's Links Quality English composition, grammar, and vocabulary materials. Writing textbooks teach essays, journal writing, and creative writing. http://www.jsgrammar.com/

Welcome to Wordsmiths! Home of Jensen's Grammar, Journey Through Grammar Land, Format Writing, and other fine language books. Our mission is to provide teachers and students with quality grammar, vocabulary, and writing materials in the field of English. Home schools, Christian schools, and private schools currently use and recommend our materials. This site is designed to help you find out about and evaluate our materials. Some of our philosophy should come through as well. Your questions and comments are welcome. Cathy Duffy has picked Jensen's Format Writin g as one of her 100 TOP PICKS for Homeschool Curriculum. It's an honor we are proud of. On the top of all pages you will find the various locations available. Click on the place you want to go. Enjoy your time with us; may it be profitable to you. Schools, libraries, and resellers: institutional discounts are availaible. Contact us for more information.

60. Teach Yourself Japanese With introduction, basic writing system, grammar, vocabulary, and dialogs. http://www.sf.airnet.ne.jp/~ts/japanese/

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