Structural Ambiguity Collecting as a Tool for Teaching Grammar

Authors

Dallin D. Oaks, Brigham Young University - ProvoFollow

Keywords

Grammar, Teaching, Ambiguity

Abstract

Structural ambiguities can be a valuable resource for grammar students. Because structural ambiguities present more than one possible grammatical interpretation, authentic examples of such ambiguities lend themselves well to meaningful grammatical discussions. One particularly useful way for involving students in the recognition and analysis of structural ambiguities is to assign them to find designated ambiguity types. This paper will consider some benefits of structural ambiguity study and will provide some ideas and suggestions related to a specific type of assignment that involves students in collecting structural ambiguities.

Original Publication Citation

Oaks, Dallin D. "Structural Ambiguity Collecting as a Tool for Teaching Grammar." ATEG Journal 23:1 (Fall 2007), 11-13.

BYU ScholarsArchive Citation

Oaks, Dallin D., "Structural Ambiguity Collecting as a Tool for Teaching Grammar" (2007). Faculty Publications. 6718.
https://scholarsarchive.byu.edu/facpub/6718

Document Type

Peer-Reviewed Article

Publication Date

2007

Publisher

The Assembly for the Teaching of English Grammar (ATEG)

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Associate Professor

Copyright Status

I have permission from the editor to post this article on the BYU Scholars Archive.

Copyright Use Information

https://lib.byu.edu/about/copyright/