| This study was designed as an exploratory investigation of the hypothesis that mistakes and errors in English nominalization made by a Mandarin speaker of English could be decreased or eradicated with explicit rules if he learned to manipulate nominalization through transformational sentence combining.;In order to determine the effectiveness of transformational sentence combining with nominalization, the investigator gathered 15 adult advanced Mandarin-speaking students at the University of Kansas on the Lawrence campus to serve as experimental subjects. They were arbitrarily organized into three groups: Group A for less advanced, Group B for fairly advanced, and Group C for well-advanced students. The intensive remedial classes were carried out for Groups A and B during two 50-period class sessions for intensive three weeks on Mondays, Wednesdays, and Fridays while Group C was engaged in self-instruction with the same teaching materials.;A comparison of the data obtained from the pretest and the posttest proved that the results of the experiment were statistically significant at the 5 percent level of confidence for an F-ratio with the ANOVA table.;This investigation produced the finding that explicit rule-governed learning activities could expedite adult, advanced Mandarin-speaking Learners of English in correct manipulation of English nominalizations.;This investigation began with a contrastive and error analysis to get insight into Mandarin speakers' learning problems of English nominalization. A package of instructional materials was constructed, referring to the data of the learners' learning difficulty. |
