An experimental inquiry into the functions and value of formal grammar in the teaching of English with special reference to the teaching of correct written English to children aged 12 to 14
In this work, the value of the traditional English grammar lesson in helping ci-ildren to write correctly was tested. The grammar lesson was found to be certainly not superior, and in most instances was inferior, to direct practice in writing skills. The progress of five forms having no grammar less...
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University College London (University of London)
1962
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261976 |