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The teacher's grammar book / James D. Williams.

By: Williams, James D. (James Dale), 1949-.
Material type: TextTextPublisher: Mahwah, N.J. : Lawrence Erlbaum Associates, 1999General Notes: Available through the EBSCO e-book Collection, which can be found on the Davenport University Library database page.Bibliography: Includes bibliographical references (p. 263-266) and indexes.Description: 1 online resource (ix, 275 p.) : ill.Content type: text Media type: computer Carrier type: online resourceISBN: 9780585115238.Subject(s): English language -- Grammar | English language -- Grammar -- Study and teachingGenre/Form: Electronic books DDC classification: 428/.007 Online resources: Access full-text materials at no charge.
Contents:
1. Traditional Grammar -- 2. Phrase-Structure Grammar -- 3. Transformational-Generative Grammar -- 4. Cognitive Grammar -- 5. Dialects.
Summary: The Teacher's Grammar Book is a basic introduction to grammar and its uses for preservice and inservice teachers, providing the information needed to teach grammar effectively. Readers learn about grammar and usage for the purposes of improving their students' language skills and at the same time see how they can improve their own. The text makes a clear distinction between grammar and usage without artificially separating the two topics. It proceeds on the observation that grammar is more or less universal, whereas usage is quite particular, governed almost entirely by situation. Thus, the text de-emphasizes questions of correctness so as to examine questions of appropriateness. By relating usage to situation and appropriateness conditions, this text examines a spectrum of options for practicing and prospective teachers who are puzzled not only about standard English but also about nonstandard dialects they encounter in the classroom. The position taken in this text is that "nonstandard" dialects are not "incorrect" in any sense, but that they may be inappropriate in certain circumstances. An entire chapter is devoted to examining the controversies and debates on dialects and teachers' roles in regard to nonstandard English. A goal of this chapter and the entire book is to encourage teachers to accept all dialects as valid in their own right, but another goal is to stress the fundamental value to students of being able to use standard English fluently when circumstances require it.
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Available through the EBSCO e-book Collection, which can be found on the Davenport University Library database page.

Includes bibliographical references (p. 263-266) and indexes.

1. Traditional Grammar -- 2. Phrase-Structure Grammar -- 3. Transformational-Generative Grammar -- 4. Cognitive Grammar -- 5. Dialects.

The Teacher's Grammar Book is a basic introduction to grammar and its uses for preservice and inservice teachers, providing the information needed to teach grammar effectively. Readers learn about grammar and usage for the purposes of improving their students' language skills and at the same time see how they can improve their own. The text makes a clear distinction between grammar and usage without artificially separating the two topics. It proceeds on the observation that grammar is more or less universal, whereas usage is quite particular, governed almost entirely by situation. Thus, the text de-emphasizes questions of correctness so as to examine questions of appropriateness. By relating usage to situation and appropriateness conditions, this text examines a spectrum of options for practicing and prospective teachers who are puzzled not only about standard English but also about nonstandard dialects they encounter in the classroom. The position taken in this text is that "nonstandard" dialects are not "incorrect" in any sense, but that they may be inappropriate in certain circumstances. An entire chapter is devoted to examining the controversies and debates on dialects and teachers' roles in regard to nonstandard English. A goal of this chapter and the entire book is to encourage teachers to accept all dialects as valid in their own right, but another goal is to stress the fundamental value to students of being able to use standard English fluently when circumstances require it.

Description based on print version record.

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