Teaching Attributive Adjective Endings and Adjectival Nouns: An Attempt at Simplification

Abstract

Which grammatical points, no matter how well presented in a textbook, no matter how clear to teacher, simply fail to get across to student and remain something never fully mastered, leaving both student and teacher with a feeling of nagging exasperation? High on list of many, one suspects, would be matter of attributive adjective endings. Unpreceded adjectives present comparatively little trouble; furthermore, they do not appear with same frequency as do preceded adjectives. Textbooks have approached matter in many ways, from simple pattern sentences to be memorized to elaborate charts (and one recalls other systems with such devices as the key, rule of five, or even the dipper).' But attributive adjective endings cannot be effectively learned from charts or lists; they should simply be there when needed, and be correct, with minimal or no recall effort. The following approach evolved from my own experience in classroom over many years; while not entirely new, it nonetheless seems to simplify this point of grammar and presents an easy system to teach and to learn. A further benefit is fact that it also applies to adjectival nouns, still another very difficult hurdle as both concept and point of grammar for many learners. Finally, it serves to reinforce awareness of noun genders. Many books introduce words weak, strong, and mixed to describe various sets of attributive adjective endings. The use of new and unfamiliar terms, however, imposes an unnecessary learning hardship on student. The approach described below admittedly involves some new terminology, but one hopes student will view it as clear and logical. The new terms are standard forms and altered forms.