An Experimental Study of the Effect of Teaching English Grammar From the Traditional and Structural Approaches

It was the purpose of this study to conduct an experiment in a junior high school classroom situation to compare, through pre-testing and post-testing, the achievement of a group of ninth grade students taught English grammar from a traditional approach, the achievement of a group of ninth grade students taught English grammar from the structural approach, and the achievement of a group of ninth grade students taught literature in English class with no specific instruction in grammar, with the evaluation to be limited to measurement to gains or losses in the ability of students to (1) recognize specific types of sentence structure errors, (2) perform on a standardized language test, and (3) do original writing free from specific types of sentence structure errors