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A historical investigation of the re...

Livernois, Robert David.

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A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997./
作者:	Livernois, Robert David.
面頁冊數:	194 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0073.
Contained By:	Dissertation Abstracts International61-01A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9954210
ISBN:	059958324X

A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997.
Livernois, Robert David.

A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997. - 194 p.

Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0073.

Thesis (Ph.D.)--Wayne State University, 1999.

The paper identifies the continued failure by students in learning grammar. The paper investigates the relationship between linguistic theory and high school English grammar textbooks. A historical method of inquiry was employed to determine if structural, tagmemic, transformational-generative, or functional theories of grammar had an impact on the subject-predicate theory and structure of high school grammar textbooks from 1900--1997. Sets of textbook expectations were constructed from each linguistic theory as baseline data to determine the extent to which textbooks had been affected. The study found that none of the linguistic theories made a lasting impact on English grammar textbooks during this century. Aside from some residual impact in a few places in time, the textbooks had not significantly changed in nearly 100 years in theory and structure. This is due in part to the limited amount of research and development time teachers have to learn these theories, the structure of teacher in servicing, and the power and control of textbook publishers in assessment.

ISBN: 059958324XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997.
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520 $a The paper identifies the continued failure by students in learning grammar. The paper investigates the relationship between linguistic theory and high school English grammar textbooks. A historical method of inquiry was employed to determine if structural, tagmemic, transformational-generative, or functional theories of grammar had an impact on the subject-predicate theory and structure of high school grammar textbooks from 1900--1997. Sets of textbook expectations were constructed from each linguistic theory as baseline data to determine the extent to which textbooks had been affected. The study found that none of the linguistic theories made a lasting impact on English grammar textbooks during this century. Aside from some residual impact in a few places in time, the textbooks had not significantly changed in nearly 100 years in theory and structure. This is due in part to the limited amount of research and development time teachers have to learn these theories, the structure of teacher in servicing, and the power and control of textbook publishers in assessment.
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