Urges that a distinction between "grammatical knowledge" and "grammatical description" be maintained in every aspect of language instruction and in preparation of instructional materials. (RL)

Traditional grammar is no longer acceptable as an exhaustive, scientific theory of grammar. An analysis of research results from the linguistic sciences provides guidelines for developing a modern grammar. (AM)

Examines the rule that indefinite pronouns (everyone, anybody, each, someone, nobody) take singular verbs and singular pronouns for agreement. Explores its past, proposes a revision of the rule, and suggests modifications in its application based on analysis of its actual use in English. (SR)

ASSUMING THAT A GENERATIVE APPROACH PROVIDES A FAIRLY DIRECT AND SIMPLE DESCRIPTION OF LINGUISTIC DATA, THE AUTHOR TAKES A TRADITIONAL BURMESE GRAMMAR (W. CORNYN'S "OUTLINE OF BURMESE GRAMMAR," REFERRED TO AS OBG THROUGHOUT THE PAPER) AND REWORKS IT INTO A GENERATIVE FRAMEWORK BASED ON A MODEL BY CHOMSKY. THE STUDY IS DIVIDED INTO FIVE SECTIONS,…

The central thesis of this book is that the laws of traditional "command grammar" are an obstruction to expression and are too difficult for a majority of people to master, as demonstrated by a progressive deterioration in general literacy skills. The book contends that the structure of the sentence is at the source of the present difficulties. It…

This is the first of a two-volume series, a compilation of grammar notes as they appear in the Defense Language Institute's "Introductory Volume" of volumes 1-6 of the "Czech Basic Course" under the headings: of Generalization, Grammar Analysis, Grammar Notes, and "Gramaticky Rozbor." Volume 1 lists phonetic and grammatical features in the order…

This is the second of a two-volume series, a compilation of grammar notes as they appear in the Defense Language Institute's "Introductory Volume" of volumes 1-6 of the "Czech Basic Course" under the headings of Generalization, Grammar Analysis, Grammar Notes, and "Gramaticky Rozbor." Features are listed in the order of their appearance in the…

Grammar should be taught for its own sake, not as a means to improving student writing because, in fact, it doesn't.

Criticizes the teaching of formal, abstract grammar prior to sixth grade, citing its ineffectiveness in improving composition skills. Proposes the elimination of traditional grammar from the early curriculum, retention of instruction in language usage and spelling and emphasis on student practice in writing. (BF)

Examines a very successful popular magazine published between 1899 and 1950 that was devoted to "correct" English usage. Argues that its fundamental aim was to help its readers to know how to conduct themselves in proper (i.e., elite) society. Its longtime editor defended her prescriptive view of English usage and offered many…

Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Suggests that classifications of French verbs derived uncritically from Latin are not useful and are confusing because verb classes are defined according to their infinitives. It is suggested that verbs be grouped according to other criteria which are more useful to the learner. (SED)