Based on findings it was concluded that only five of Chomsky rules (one rule coincided with one of Guierre's) were as consistently followed as Guierre's suffix rules. The principal factors causing nonrule stress placement were a different interpretation of vowel quality and irrelevant consonant clusters and tense vowels.
Specifically, Fraser stated that a thorough understanding of transformation grammar would provide English as a Foreign Language teachers with specific insights into students' language learning of English. In this regard, Fraser reported that this understanding would help teachers to: become aware of the sorts of errors most likely to occur among learners of English as a second language and of the linguistic facts which underlay these errors; further, he felt that a complete understanding of transformation grammar would also facilitate teachers' insight into the way or ways in which the errors might be remedied.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
The study examined three levels of teacher participation--passive, positive, and active. The three modes of teacher participation were randomly assigned to 58 beginning and 44 advanced high-school Spanish students in a 2 (Beginning versus Advanced Spanish) x 3 (Level of Teacher Participation, passive, positive and active) pretest-posttest factorial design. The research hypothesis stated that the greater the degree of teacher-student interaction during recorded laboratory presentations, the higher would be the students' difference scores on a measure of listening comprehension.
Sheppard, K. (1991). At sea in SLA: Evidence of UG in the acquisition of French and English verbs. Dissertation Abstracts International, 52(05-A), p. 1734.
Tartter, V.C. (1986). Language process. NY: Holt, Rinehart and Winston.
Prideaux, G.D. (1985). Psycholinguistics. NY: Guilford Press.
In addition, the brief review of the this work that was presented here indicated