Relating to her own experiences and to her reading of "Language and Mind" by Noam Chomsky, the author argues for the teaching of traditional grammar. (HOD)

Contains comments on articles by Patrick Hartwell, Robert Scholes, and Gordon Broswell. (EL)

The history of grammar instruction includes two approaches: the handbook approach, which is practiced today, and the textbook approach. The handbook approach focuses on rules for correct writing and is an error-based view, while the textbook approach would treat grammar holistically and interpretively and would systematically explain new concepts…

Special issue devoted to language and history. (VM)

Traditional, formal grammar instruction has, at best, a negligible affect on writing improvement, but transformational-generative grammar instruction can improve syntactic versatility in writing. (AN)

Second in a series of articles surveying methods of teaching classical languages in British universities. Explores linguistic theory, relationship between personal expression and pure grammar, and the generative approach to grammar. (DS)

After tracing the history of English grammar, the author defends the teaching of traditional grammar. A suitable English grammar must: (1) recognize the influence of Latin upon English; (2) describe the language while acknowledging its ambiguities; and (3) serve as a reliable guide to usage. (PP)

Discusses rules of pronunciation and grammar in French. Rules of spoken French are contrasted to those of traditional grammar. A visual method is suggested for teaching "oral grammar." (AM)

Argues against the dismissal of grammar teaching, citing research studies which illustrate how grammar instruction improves writing skills. Asserts that teacher training is the crucial issue in effectively teaching traditional grammar. (MM)

Discusses the various functions of grammar in second-language (SL) education, and examines the relationship between discourse and grammar in SL education. Two problems are then examined concerning the relationship between discourse and grammar within grammatical exercises, and with the help of concrete examples, suggestions are offered to better…

Discusses acquiring knowledge implicitly, versus explicitly, as it relates to learning grammar. Codifies three grammar-teaching methods (traditional grammar, sentence combining, and the functional/inductive approach) by plotting them on a metacognitive model of language skills that examines analyzed knowledge and cognitive control. Shows how this…

Reviews the main issues involved in foreign language teaching methodologies. Particularly discusses how the learner may be affected by the metalanguage used in instruction, when it is composed of traditional grammar terminology or modern linguistic terminology or when none is used. (Text is in French.) (TL)