The Influence Of Library Work In Improving English Language Skills At The High School Level

Abstract

IS THE FORMAL, systematic, and normative study of English grammar at the high school level the best approach to developing effective English language skills? Surveys of current practices in dicate that the prevailing approach among teachers of English at the secondary level is to drill students in the parts of speech and elements of sentence structure without relating this effectively to read ing and composition (1). Studies have shown that such approaches to instruction in grammar are of dubious value in improving the functional use of language (2). Evans expresses doubt that formal grammar can be taught to advantage before the senj ior year in high school (3). Yet, despite the lack , of correlation between drill work in formal gram| mar and developmental ability in English composiI tion and reading many teachers persist in such practices.