Very nice point, Scott.


From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Woods
Sent: Wednesday, November 07, 2007 12:15 PM
To: [log in to unmask]
Subject: Instruction versus learning

Listmates,
Are there any studies of the effects of grammar learning rather than instruction?  That is, do any studies look at what students have learned of the grammar of a language and how well they have learned it, especially in relation to changes in their writing and reading skills, rather than at grammar instruction, what the teacher did and asked them to do?  It seems to me that we should be concerned with the effects of instruction, measurable by what students learn, and with the effects of learning, measurable by what students can do with what they have learned.  If we jump from instruction to measuring the effects of learning, without measuring the learning, we would seem to be making an invalid logical inference by assuming that learning took place.  Are their existing standardized tests to measure grammar knowledge, including both accuracy and rate?

Scott Woods

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