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Document Type
Thesis - University Access Only
Award Date
1991
Degree Name
Master of Arts (MA)
Department / School
English
First Advisor
John Taylor
Abstract
To teach or not to teach grammar--that is the question. School administrators demand I teach grammar. Parents expect me to teach grammar. Students beg me to teach grammar. Yet the majority of the population freely admits that they hate grammar. Even worse, academics use research to prove the teaching of grammar does no good, even harm. Scholars quibble. Throughout eleven years of teaching secondary English, I struggled with interpreting grammar's role in English teaching. In this chapter, I will present the focal point of the argument through representative research in grammar instruction, the conclusions of this research, and the pro-grammar and anti-grammar factions' reactions to this controversy.
Library of Congress Subject Headings
English language -- Grammar -- Study and teaching
Functionalism (Linguistics)
Grammar, Comparative and general
Format
application/pdf
Publisher
South Dakota State University
Recommended Citation
Lang, Marlene J., "A Functional Grammar Pedagogy Can Resolve Controversy" (1991). Electronic Theses and Dissertations. 5474.
https://openprairie.sdstate.edu/etd/5474