An Experimental Study of the Effect of Teaching English Grammar From the Traditional and Structural Approaches

Author

Bobbie Carlene Anthony Walker

Publication Date

8-8-1961

Abstract

It was the purpose of this study to conduct an experiment in a junior high school classroom situation to compare, through pre-testing and post-testing, the achievement of a group of ninth grade students taught English grammar from a traditional approach, the achievement of a group of ninth grade students taught English grammar from the structural approach, and the achievement of a group of ninth grade students taught literature in English class with no specific instruction in grammar, with the evaluation to be limited to measurement to gains or losses in the ability of students to (1) recognize specific types of sentence structure errors, (2) perform on a standardized language test, and (3) do original writing free from specific types of sentence structure errors.

Document Type

Thesis

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Peter Prouse

Second Committee Member

Ernest Warren Baughman

Third Committee Member

Patrick Daniel Lynch

Recommended Citation

Walker, Bobbie Carlene Anthony. "An Experimental Study of the Effect of Teaching English Grammar From the Traditional and Structural Approaches." (1961). https://digitalrepository.unm.edu/educ_teelp_etds/242