Date of Award

10-2005

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

David Schelhaas

Abstract

This literature review revisits the debate of whether grammar instruction can improve adherence to written English conventions. However, the paper focuses on the role of traditional definitions rather than on delivery methods. Two questions guide this paper: I. Do traditional terms and definitions hinder students' understanding of grammar concepts? 2. How can teachers define grammar terms in a clearer, more accurate manner? The paper uses prominent grammarians such as C. Weaver, R. Noguchi and M. Kolin and provides a history of methodology, noting researchers' observations of traditional terms and definitions. The paper concludes that secondary teachers can supplement traditional definitions with metaphors and use Noguchi's operational definitions and Kolin's rhetorical grammar framework to facilitate students' understanding of grammar concepts.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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