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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
Students in the standard Danish secondary school (“alment gymnasium”) will begin by clicking on the stx link and then work their way through the topics specified in the study plan for that particular program. 1.2.1.1. Working with the University of Southern Denmark (SDU) As mentioned above, I came to Odense in 1971. At that time what is now SDU (with campuses in Odrnse, Kolding, Esbjerg, and Sønderborg) was known as Odense University (with a single campus – in Odense). During the ensuing years I taught numerous courses in grammar and linguistics to hundreds of university students and I have been an active participant in a variety of research and development projects. I have also held numerous administrative posts dealing directly with study programs and curriculum development. The nost relevant of these are: chairman of the English Department and the affiliated Study Board (“studienævn”), member of the Faculty Senate for the Humanities, chairman of the IT-commttee for the humanities, For several years I served as founder and director of the IT-Center for staff in the Institute of Language and Communication. I currently represent the Humanities faculty on he university’s newly created patent committee, and I am co-ordinator for two exehange programs between SDU and American universities. 1.2.1.2. Working with the traditional Danish secondary schools (stx, hf) With financial support from the Danish Ministry of Education during the years 2000-2003, members of the VISL group cooperated with 10 ministerial advisors (“fagkonsulenter”) to extend the VISL system from the university sector to Danish secondary schools. This resulted in a new interface providing language materials aimed directly at the 10 languages taught in the “stx” program. The Ministry also provided funding to run a number of day-long courses to introduce the system to secondary school teachers. 125 teachers from across the country attended these courses. 1.2.1.3. Working with HHX and HTX In the period 2002-2003, financial support was provided by ELU (= “Efteruddannelsesudvalget for Længerevarende Uddannede”), to introduce VISL into the HHX school system. As a result of this project, the author was appointed by the Ministry of Education to serve on two advisory boards whose task it is to revise, respectively, the English degree programs (Level A) for HHX and HTX in accordance with the Ministry’s new reform program for secondary education. 1.2.1.4. Working with Danish teacher training colleges and primary schools page 17 John M. Dienhart
Page 1 and 2: A GENTLE INTRODUCTION TO THE WONDER
Page 3 and 4: TABLE OF CONTENTS page Section 1: P
Page 5 and 6: Exercise 5a: Some short sentences f
Page 7 and 8: 5.1.1.4.1. The noun 5.1.1.4.2. The
Page 9 and 10: SECTION 1: Preliminaries 1.1. Intro
Page 11 and 12: Grammar is simplified by being codi
Page 13 and 14: still based on an education program
Page 15: John M. Dienhart was born in the Un
Page 19 and 20: The course seeks to contribute to t
Page 21 and 22: What kind of grammar rules are we t
Page 23 and 24: This strikes me as quite a “wonde
Page 25 and 26: • But typically Danes tend to mak
Page 27 and 28: SECTION 4: About VISL This section
Page 29 and 30: In the VISL system, individual word
Page 31 and 32: Thus that the house needed new wind
Page 33 and 34: PUT IN TREE DIAGRAM Such a tree is
Page 35 and 36: EXERCISE 5a: Some short sentences f
Page 37 and 38: s: Danish English em: stx hf hhx ht
Page 39 and 40: Brief description: Language data: D
Page 41 and 42: • the “minor” word classes (a
Page 43 and 44: • an (before a vowel sound): an o
Page 45 and 46: 8.2. The preposition (VISL abbrevia
Page 47 and 48: Basic characteristics: Generally sp
Page 49 and 50: • neuter (neut): ENGLISH it, its
Page 51 and 52: GROUP A Independent personal pronou
Page 53 and 54: CHAPTER 9: The “major” word cla
Page 55 and 56: • ENGLISH: ow, ouch, oops, gosh,
Page 57 and 58: to distinguish such forms from ordi

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