Argues that the Guided Induction presentation is superior to a deductive one for the teaching of certain grammatical structures to beginning foreign language students. A study is presented that compared both approaches when applied to the learning of French grammatical structures by beginning level U.S. college students. (25 references) (GLR)

An English teacher provides some sentence comparison activities that enlarge students' linguistic resources for writing. He believes that students can learn to revise for style if they recognize the stylistic choices writers make.

This is an extended summary of a pedagogic essay by Mikhail M. Bakhtin on writing style, titled "Dialogic Origin and Dialogic Pedagogy of Grammar: Stylistics as Part of Russian Language Instruction in Secondary School." In this essay, written in spring 1945 while Bakhtin was a secondary school teacher of Russian language arts, he argues that every…

Phonological rules based on "stress-terminal pattern" (the principle that a phonological phrase has one primary stress and one terminal juncture requiring a mark of punctuation) can be used to improve punctuation in composition. These rules require that the writer be able to speak sentences at a normal pace with intonation appropriate to the…

An analysis of the kinds of sentences used by students in sample ETS English Composition Test essays, and a survey of some of the actual weaknesses of these papers (e.g., shifting subjects, use of incorrect idiom, and inaccurate or incorrect word choices or usages) point to real gaps in student writing skills. Elements found in good papers (e.g.,…

Recommends a teaching approach to promote the internalization of rules as an extension of the grammar-translation method. Activities include imitation, interpretation, question and answer, normal foreign language conversation, independent speaking of sentences and using the "sentence making machine." (MLA)

There is evidence that the ability to produce syntactically complex structures in a foreign language can be accelerated through a different strategy for teaching writing. A writing strategy is outlined which introduces the student gradually and in a very structured way to the concept of sentence-combining. (CHK)

Gives some general suggestions for teaching English modal auxiliary verbs. For example, "would" and "could" should be taught as verbs in their own right, rather than as forms of "will" and "can." English modals do not exactly match German modals. (IFS/WGA)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

This textbook is an elementary-school English grammar course. Since this book is designed for the pupil rather than for the teacher, all suggestions as to the teaching of English grammar have been conveyed rather by implication than by specific recommendation. The text itself is, however, designed to indicate a general method of presentation,…

Suggests the substitution of nonsense words for various parts of speech as a way of enabling children to understand the structural way parts of speech operate. (TO)

Continuing series on new methods of teaching languages at the larger universities. (DS)

Students of English as a second language, whose errors in writing result partly from lack of control over English transform patterns, should be taught to combine ideas through a transform process. (Author)