Explains how elementary, high school, and college students communicated silently via the chalkboard. (SW)

This paper reviews research about how speaking a dialect can influence students' writing and how writing should be taught to students who speak a dialect of English. Literature on the writing errors commonly made by speakers of Black English and other American dialects is summarized. (PP)

Summarizes Stephen Krashen's work on second language acquisition (involving the distinction between language acquisition and language learning). Discusses several techniques for teaching "Edited American English" in light of Krashen's theory, including error-based exercises and guided editing. Indicates which techniques help or impede…

This article explores ways to enhance oral discussions to increase the written language abilities of students with learning disabilities. It discusses oral and written language differences, and offers specific strategies for improving oral narrative skills within the Language Experience Approach (LEA), such as using semantic maps and teaching…

A study compared the effectiveness of two reading interventions with 45 second-graders. Interventions differed in the unit of word analysis (phoneme versus onset-rime), the approach to intervention (contextualized versus decontextualized), and the primary domain of reading instruction (oral versus written language). Children in both reading…

Kanji are a component of the Japanese writing system that originated from Chinese characters. There are about ten thousand kanji in use in Japanese literature, but knowledge of only the 2000 most frequently occurring of these is needed to be functionally literate in Japanese. The present study, therefore, aimed to address two questions: (1) What…

This study examines the differential effect of two types of written corrective feedback (CF) and the extent to which language analytic ability mediates the effects of CF on the acquisition of articles by adult intermediate ESL learners of various L1 backgrounds (N = 91). Three groups were formed: a "direct-only correction" group, a "direct…

Good writers, as compared to a randomly-chosen comparison group, spent more time in both prewriting and writing, revised more, re-read more often during writing, and were more concerned with the purpose of their writing. (JH)

There appear to be two basic theories about the relationship of written language to oral language and the relationship of writing to reading. The first theory views written language as a derivative of oral language and as an alternate but parallel form of oral language. The pedagogical implications of this model suggest that the problems of…

The lack of knowledge about Canadian English by teachers of English in Canada is noted in this paper, and a rationale for the need to understand the sounds, syntax, word formation, vocabulary, and history of the language is developed. An approach to teaching a course in language that provides a mix of rigorous linguistic analysis and a more…

Reading teachers vary in their teaching methods for reading instruction, usually emphasizing either the meaningful functions (meaning) or the technical features (coding) of written language. This paper reviews literature on the meaning/coding dichotomy and focuses on a "cognitive clarity theory" that stresses linguistic awareness and…

This study examines the effects of various combinations of teaching methods on unstructured written responses to poetry. The methods involved were studying short films related to the poems, listening to audio-tapes of the poems, and discussing poems in class. These three variables were combined in a 2 x 2 x 2 design. The subjects were 324 twelfth…

This book traces the historical development of current attitudes toward language usage and, by examples and quotations, shows the steps in attitude change, including the creation and abandonment of rules. The book is based on the premise that standard English usage is open to different interpretations, and supports this premise with references to…

Investigates why graduates of Arabic courses in English-speaking countries are so few in number and why they so often compare poorly in spoken language performance with graduates of other language courses. The most important factor in this phenomenom is the gap that separates written Arabic from spoken Arabic. (SED)

Revised version of a paper presented to the 1972 TESOL Convention in Washington, D.C. (DD)