Describes calls to a grammar hot line about usage, grammar, spelling, and punctuation. Concludes that many people besides educators and professional writers care about exact and accurate language usage. (EL)

Examines the reason why new grammar has failed to make the impact that was predicted fifteen or so years ago.(RB)

Calls for a functional, semantically-based grammar for teachers, but not for pupils, to replace the traditional formal grammar they currently rely on. (JL)

Two claims essential to Kean's interpretation (EJ 165 107) that Broca's aphasia results in a phonological disorder rather than a syntactic or morphological disorder are disputed. The claim that the plural morpheme is derivational, and the postulation of the notion of the phonological word are shown to have no linguistic motivation. (Author/RD)

Discusses an analysis of grammar that systematizes knowledge about language according to new parameters but continues to view traditional grammar as the backbone of language structure. (NCR)

Presents an overview of the treatment of linguistic principles in recent French grammar books. (AM)

Argues that the use of specific grammar texts, along with the books themselves, has remained essentially unchanged for over 200 years. Examines how grammar texts were established and used historically. Claims that pedagogical uses of grammar textbooks mirrors instructors' perceptions of their students. (HB)

For secondary English teachers concerned with the theoretical and practical problems of the traditional approaches to teaching grammar, this paper proposes that a realistic solution can be found in current linguistic investigation. This solution lies not in the product of linguistic inquiry, but in the process of inquiry itself. The paper first…

This article examines the definitions "syntagmeme" and "syntheme" and the criteria which distinguish one from the other. (Text is in French.) (AM)

Geared to the grammar area of the English curriculum, this self-instructional package was designed to aid seventh, eighth, and ninth grade students in recognizing three types of adverbs ("how,""when," and "where"). The package defines the three types, lists examples, and provides exercises. It also contains a pretest and a posttest. (FL)

As an emotional topic, concern with acceptable usage of language has never been far from the public consciousness, but the public's willingness to abide by educators' views on the necessity of teaching usage rules has varied over the years. The situation we face is not a new one--the eighteenth century saw the initial widespread concern with…