東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A historical investigation of the re...

Livernois, Robert David.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997./
Author:	Livernois, Robert David.
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0073.
Contained By:	Dissertation Abstracts International61-01A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	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.
LDR:02046nmm 2200301 4500 001 1864073
005 20041216131302.5
008 130614s1999 eng d
020 $a 059958324X
035 $a (UnM)AAI9954210
035 $a AAI9954210
040 $a UnM $c UnM
100 1 $a Livernois, Robert David. $3 1951583
245 1 2 $a A historical investigation of the relationship between linguistic theory and English grammar textbooks, 1900--1997.
300 $a 194 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-01, Section: A, page: 0073.
500 $a Adviser: Karen Feathers.
502 $a Thesis (Ph.D.)--Wayne State University, 1999.
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.
590 $a School code: 0254.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, History of. $3 599244
690 $a 0727
690 $a 0533
690 $a 0279
690 $a 0520
710 2 0 $a Wayne State University. $3 975058
773 0 $t Dissertation Abstracts International $g 61-01A.
790 1 0 $a Feathers, Karen, $e advisor
790 $a 0254
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9954210