The class of English words traditionally called adverbs is examined and redefined in this paper. The following three subclasses of adverbs are identified: limiters, which are words that modify noun phrases; intensifiers, which are words that modify adjectives; and "true" adverbs, which modify verb phrases and sentences. Examples of these…

This book presents an overview of the history of the English language and of English grammars; describes and evaluates traditional grammar, transformational-generative grammar, tagmemic grammar, and stratificational grammar; and proposes sector analysis as a practical way of describing both the structure of English and the native speaker's…

An interview with Jean-Claude Chevalier in which the advantages and dangers of eclecticism are discussed. Some topics covered are: the role of traditional grammar; recent linguistic research in French; the development of teaching methods; Chomsky's theory of universal grammar. (Text is in French.) (AMH)

An attempt to clarify terms and to better describe certain elements in the author's own theory in view of a more exact interpretation of functional grammar. A grammatical function is defined; relationships within a sentence and possible choices among relationships are discussed. (Text is in French.) (AMH)

Attempts to show that there is no real difference between explicit grammar (structural grammar) and implicit grammar, and that learning a second language's description does not coincide with learning that language. (Text is in French.) (AM)

Describes a modification of the two-stem approach to teaching conjugation and verb stress in Russian which eliminates dictionary look-up for forms not predictable from the infinitive. Appendix A is an outline of Russian conjugation and verb stress. Appendix B is a verb list from Kostomarov's "Russkij jazyk dlja vsex." (Author/LMO)

Discusses four problems common to English as a second language students: (1) the use of "they" as a sex-neutral, third person singular pronoun; (2) the use of "I wish"; (3) how stress affects meaning; and (4)word pairs ending in "ate," in which the noun and verb have different pronunciations. (EKN)

Disparages the mentalist view of language (generative and transformational grammar theories) and those people who represent it. (DS)

Suggests that the discovery procedure of data gathering and hypothesizing could be more effective as a means of teaching language arts skills than traditional grammar and new English'' methods. (DS)

Author cites philological grammar" as one of three ways of treating language. The other two approaches to language are traditional grammar and linguistic grammar or transformational generative grammar. Philological grammar stresses the art of reading. (DS)

Critically analyzes Paul J. Schafer's advocacy (in Return to Normalcy," Elementary English," vol. 47, no. 5 (May 1970), p. 671--see TE 200 730) of a return to the teaching of traditional grammar. (SW)

Finds serious flaws in the research asserting the uselessness of teaching grammar to composition classes. Proposes that writing teachers acknowledge the presence and importance of grammar in the writing class. (RL)

Outlines three senses of the term grammar, why some type of grammar should be taught, the three types of grammatical description that can be taught, and four procedures and four conditions for teaching any type of grammar. (Author/JM)

Notes the problems associated with integrating grammar study in writing instruction. Provides strategies for such integration, including a syllabus for teaching the verb phrase. (RL)