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ought to play in related subjects such as algebra, geometry, probability
theory, statistics and calculus. A superb example of an internet site designed
along these lines is the following
http://www.aaamath.com/
The question to be addressed now is this: How does one set up a
corresponding progression in the field of language teaching? This is one of the
major problems that I believe WWG resolves – or, at the very least,
contributes significant solutions to. I have concluded that there are three
natural and logical ways to progress from primary school to university within
this area:
• a subdivision according to topic e.g.:
o
o
o
the determination of word class
the determination of function
constituent analysis
• progression from the simple to the more complex solutions within each
of the above subdivisions e.g.:
o
o
the determination of word class (e.g. from noun to adverb)
the determination of function (e.g. from subject to object
complement)
o constituent analysis (e.g. from one-word constituents to multiword
units – starting with groups, moving through paratagms,
into clauses – first finite and then non-finite)
• a division of subject matter according to the expectations and
requirements at each level of education: primary school, secondary
school (stx, hf, hhx, htx) teacher training college, and university
page 16
John M. Dienhart